TABLE OF...

TABLE OF CONTENTS

EXECUTIVE SUMMARY 2

PROJECT SYNOPSIS 3

Background of the Project 3

Project Mission 4

EVALUATION 5

Evaluation Focus 5

Methodology and Strategy For Analysis 5

FINDINGS 7

1. Return on Investment 7

For the Institution 8

For Instructors 8

For Learners 9

2. Program Status 9

Quality Ranking 9

Trouble Areas 11

3. Bottleneck 12

Blocks to Financial Sustainability 12

Path to Sustainability 13

RECOMMENDATIONS 15

Program Improvements 15

Achieving Sustainability 19

CONCLUSION 22

APPENDIX 23

ANNEX 1 : References 23

ANNEX 2 : Quality Framework and Definitions 25

ANNEX 3 : Assessment Results 29

ANNEX 4 : List of Respondents 43

ANNEX 5 : Questionnaire 44

ANNEX 6 : Questionnaire Responses 45

ANNEX 7 : Inventory of Practices and Actors 61

Certificat d’études africaines en ligne - le premier bilan 1 of 64

EXECUTIVE SUMMARY The Certificat d’Études Africaines en Ligne (CEAL) is an online certification program offered by Sciences Po Bordeaux (IEP). The certification program makes up one part of a capacity development partnership project with University of Ouagadou II (UO2) in Burkina Faso and their fledgling Masters of Political Science degree program. The ultimate mission of the project is that the UO2 Masters program would attain autonomy and that CEAL could engage in similar partnerships elsewhere. To this end, CEAL is currently offered to two audiences: the UO2 Masters students as well as to individual working professionals who may wish to enhance their competencies and viability in the field of African Studies. The creators of CEAL commissioned this evaluation to accomplish three goals: create an inventory of practices and actors offering comparable programming in and on African studies; identify best practices in online training in higher education; and, to assess CEAL’s position in the market in light of these two aspects. The evaluation consisted of researching comparable programs to identify current practices and competition, a meta-analysis of existing literature and tools for quality assessment in online higher education, and a qualitative analysis of internal CEAL documents, the program platform, interviews with participating staff and instructors, and questionnaires completed by learners. Using concepts identified in best practice research, an assessment tool was created in order to measure 15 dimensions of quality in online higher education.

The findings of the evaluation can be summarized as follows:

1 CEAL is bringing return on investments for instructors, learners, and IEP

2 According to best practices, 75% of CEAL’s programming is skilled or excellent

3 CEAL’s sustainability is contingent upon greater institutional support from IEP

CEAL is well-positioned to continue extending the reputation of Sciences Po Bordeaux for academic excellence and expertise in African historical and contemporary socio-political dynamics. Moreover, it clearly demonstrates the value and viability of online instruction in and for the Sciences Po Bordeaux institution. The program, in both technological and pedagogical design, functions well. With some adjustments in five identified trouble areas, CEAL will take a great leap forward in programming quality. However, without greater institutional support for instructors and the administration of the program, as well as active recruitment efforts, CEAL will struggle to achieve financial sustainability. In order to be feasible as a capacity development project, CEAL must increase the enrollment of individual learners. This will only be possible with active, directed marketing of that target population as well as efforts on the part of Sciences Po Bordeaux administration to support instructor capacities, in order to accommodate greater numbers of learners.


PROJECT SYNOPSIS

Background of the Project

The Certificat d’Études Africaines en Ligne (CEAL) is an online certification program offered by Sciences Po Bordeaux (IEP). The idea for the project came in response to a demand for the renowned expertise in African historical and contemporary socio-political dynamics of IEP’s research laboratory, Les Afriques dans le Monde (LAM). Currently, in the higher education landscape of Sub-Saharan Africa, there is a dearth of training in political science. This is due mostly to frequent occurrences of political, economic, and/or institutional instabilities, making it difficult to develop and maintain such training. Because of this, several universities and working partners of LAM throughout Sub-Saharan Africa made repeated requests that LAM bolster existing efforts or supply a training in African studies in their institutions. Four years ago, to respond to these requests, the idea of providing a distance training began to take shape and with support from IEP administration to explore an innovative pedagogical model, the Certificat d’études africaines en ligne project began. The online training program was meant to be one part of a capacity development partnership project to not only provide training to students, but also to prepare the partner university to host and deliver the training themselves after a period of time. In 2014, collaboration began between the French Embassy in Burkina Faso, the leadership of UO2, and LAM to develop the first CEAL partnership. Led by Céline Thiriot, who was the director of LAM at the time, and carried by pedagogical engineer Florie Brangé, the structure for the partnership and course was created. Instructors were recruited from within African Studies at IEP who had an interest in such a capacity development project as well as participating in delivering an online course. The content of CEAL would serve to complete the Masters of Political Science degree program of UO2 and culminate in a certificate from Sciences Po Bordeaux for the participants.

CEAL is comprised of seven courses in total, delivered in three waves over twelve weeks, and concludes with an in-person, timed final exam. Each wave is three weeks in length, with a week for correction in between. The first and third wave are comprised of two concurrent courses, and the second wave has three. CEAL conducted its pilot cycle in the 2016-2017 school year. The second cycle was the first to culminate in a certificate and was completed in the 2017-2018 school year.


Project Mission

The mission of CEAL is to offer an online certification program in African Studies in partnership with African university institutions, with the ultimate goal that the partner university attain autonomy and that CEAL continue engaging in similar partnerships elsewhere.

The project is guided by three objectives:

1 Reinforce capacities of partner universities

2 Make possible an increase in the number of participants in African Studies at IEP

3 Highlight and expand the distribution of the work and expertise of LAM

To this end, CEAL is currently offered to two audiences: the UO2 masters students as well as to individual working professionals who may wish to enhance their competencies and viability in the field of African Studies. By offering the content to two audiences, CEAL accomplishes both reaching a wider audience as well as cultivating a funding source to sustain the capacity development project. For the administration of Sciences Po Bordeaux, CEAL presents a professional development opportunity for its staff in innovative pedagogical methodologies and is a test pilot for similar future ventures. Furthermore, it is an opportunity to extend and replicate the institution’s reputation for academic excellence and rigor.


EVALUATION

Evaluation Focus

The creators of CEAL commissioned this evaluation to accomplish three goals:

● Create an inventory of practices and actors offering comparable online training in and on African studies

● Identify best practices in online training in higher education ● Review implementation of CEAL to date, in light of the above

The evaluation is meant to inform decision-making and design for CEAL moving forward, as well as provide Sciences Po Bordeaux administration actionable information for this and other innovative pedagogical innovations they wish to see implemented. The goal of the evaluation is to examine CEAL’s current position in the online higher education market and determine how CEAL can be best organized and managed to achieve its goals and be financially sustainable.

Methodology and Strategy For Analysis

The evaluation was structured as a formative, process evaluation. It consisted of researching comparable programs to identify current practices and competition, a meta-analysis of existing literature and tools for quality assessment in online higher education, and a qualitative analysis of internal CEAL documents, the program platform, interviews with participating staff and instructors, and questionnaires completed by learners.

Sources of Information:

14 Internal CEAL/IEP documents

12 Comparable programs

12 Quality assessment models

13 Interviews performed

18 Completed questionnaires

The research into best practices and tools for quality assessment in online training programs revealed a void in existing quality assessment tools, which tend to focus solely on


pedagogical aspects of online programs without giving due attention to the administrative and institutional supports necessary for design, delivery, and management of a quality online program. To fill this void, a framework was created synthesizing principles and practices from eight reputable quality assessment models. The framework measures 14 dimensions that encompass the pedagogical (course) and organizational aspects of an online education program. For the purposes of measuring CEAL, a fifteenth dimension was included, titled “Collaboration,” which described the necessary elements for a program delivered in partnership with another organization. Each dimension is measured by a range of indicators. In total, there are 58 indicators. According to suggested practices, quality in online learning is made up of:

The framework was then used to create an assessment tool. It is designed to be used by an evaluator, external or internal, to measure all 58 indicators using the data collection methods the evaluator has set in place (i.e. observation, interviews, questionnaires, etc.). Based on data collected, a ranking, comments and recommendations are made. The complete definitions of the dimensions and indicators are defined in Annex 2. Each indicator has been assigned a priority level of low, medium or high based on suggested practice. When the evaluator designates a ranking to an indicator (excellent, skilled, or needs attention), the combination of these two inputs delivers a weighted score intended to aid program management in determining what is operating well, what is critical for immediate action, or for revision in the near future. The following shows how inputs are calculated:

Needs Attention + High priority = Critical for immediate action

Needs Attention + Medium priority = Critical for immediate action

Skilled + High priority = Needs action in the near future

Skilled + Medium priority = Needs action in the near future

This tool was used to assess the status of CEAL’s programming. These results, combined with a qualitative review of the aforementioned data sources resulted in the following findings.


FINDINGS

Overall, the evaluation found:

1 CEAL is bringing return on investments for IEP, its instructors, and participants

2 According to best practices, 75% of CEAL programming is skilled or excellent

3 CEAL’s sustainability is contingent upon greater institutional support from IEP

General findings of the evaluation show that in terms of program quality and participant satisfaction, CEAL has had a successful launch and implementation. Overall, participants reported being satisfied with the training and instructors were glad to be taking part. The design of the course has been adequate to facilitate the training. With some programming adjustments, CEAL will be well-positioned to not only continue to provide an excellent course, but to replicate the program with other partner universities, and/or provide a basis for similar ventures that Sciences Po Bordeaux may want to pursue. However, without greater institutional support, the sustainability of CEAL is limited. To be financially feasible as a stand-alone or as a capacity development project, CEAL needs to break even. This is contingent upon higher enrollment rates of individual learners. However, to accommodate an increase in learners, CEAL needs more support from IEP in administration of the program as well as in instructor support. Additionally, without targeted recruitment of public learners, an increase in enrollment is unlikely.

1. Return on Investment

The creation, launch, and participation in CEAL has been an investment for those involved, without having any guarantees that there would be returns on those investments. The evaluation found that for the administration of Sciences Po Bordeaux, its instructors, and the students, CEAL has already begun to bring return on investment.


For the Institution

For Sciences Po Bordeaux, supporting CEAL has been an investment of financial and human resources in the future and viability of the institution. The administrative staff involved in the support and collaboration of CEAL expressed that they see online learning as an inevitability of the future and an inevitability for IEP. For them, CEAL presented an opportunity to test the competencies and feasibilities of online instruction, and could potentially serve as a roadmap for future ventures. It could highlight to the rest of the institution the possibilities that online instruction provides. Additionally, it is an investment in the professional development of their staff. It has pushed both technical and instructional staff to develop or improve their competencies in designing and delivering online instruction, expanding their professional repertoire. The sizable investment of resources has resulted in a program without peer. Research showed that while other online programs exist in/on/for Africa, there is none quite like CEAL. CEAL is unique in its content expertise, time frame, culmination in a certificate, and partnership component -all while being offered fully online. As an investment in expanding competencies and interest in pedagogical innovation at IEP, the return is that 5 out of 7 CEAL instructors reported the experience of developing and/or adapting their courses for online use has brought new meaning to their pedagogical approach.

For Instructors

Nearly all of the instructors interviewed said that this was their first experience in online learning, either as a learner or instructor. Their hope in joining CEAL was to benefit from the professional development opportunity, expanding their professional experience and repertoire. As mentioned, the experience caused many of them to reexamine how they teach their courses. Others said it has encouraged them to explore using online learning in their face-to-face courses on campus. The instructors of CEAL have given perhaps the most crucial investment to ensuring CEAL could take off, without guarantee of return. The investment has been of their own time and energy. The work of designing and delivering their courses online has been an enormous undertaking for the instructors in excess of their regular teaching duties. Until early 2018, instructors had not received payment for any of their work to date, and yet had continued to put in the time and energy to not only deliver their courses, but regularly update and improve the content.

Class Grade Averages

POLCOM MSS DYNAF ECO RI ECPS HIST Ind. Avg Retn.Rate

1st Cycle 12.56 9.74 11.73 7.08 11.99 11.99 12.39 11.07 43%

2nd Cycle 12.55 14.09 11.69 9.10 11.81 11.18 14.38 12.11 92%


The sizable investment on the part of the instructors has not only brought CEAL, after only two cycles, to a laudable level of quality in programming, but improved average student grades in almost all instances and more than doubled the learner retention rate, 43% to 92%, from the first cycle to the second. It has resulted also in their satisfaction in the process and their own growth in the process.

For Learners

For any learner, completing a course is an investment. It’s a financial investment as well as an investment of time and energy. The average student profile of CEAL, however, are working professionals who are completing the course in addition to their regular jobs, making the investment more. For the UO2 masters students, they have the additional hurdle of poor to no internet connection available to them to access the course. Currently, there is no internet made available to learners on the university campus, so they access the internet from their place of work, an internet cafe, or on mobile -at their own personal cost. Despite this, 100% of respondents to the learner questionnaires reported they would recommend the program to someone else and that it is likely the new knowledge and competencies they gained from the course would be useful and/or influence them in their professional lives. According to their responses, learners most appreciated the rich, quality content and documentation provided in the course and hope to advance professionally, and their investments have resulted in a prestigious certification, to that end.

2. Program Status

Quality Ranking

The assessment of CEAL programming quality showed that after only two cycles, one being a pilot year not culminating in a certification, 75% of CEAL programming is already at a level of skilled or excellent. Of the 13 indicators ranked as “Needs Attention,” only 10 were


determined to require short-term attention. The full assessment, including comments and recommendations, is included in Annex 3. The summarized score sheet is below:

CEAL ASSESSMENT SUMMARY RATINGS

C O U R S E

1 Orientation 1.1 1.2 1.3 1.4 22% Needs Attention

48% Skilled

2 Design & Sequence 2.1 2.2 2.3 2.4 2.5 26% Excellent

3% Undetermined

3 Materials & Resources 3.1 3.2 3.3 3.4 3.5

4 Assignments & Interaction 4.1 4.2 4.3 4.4

5 Grading 5.1 5.2 5.3 5.4 5.5

6 Technology 6.1 6.2 6.3 6.4

7 Learner Support 7.1 7.2 7.3

8 Instructor Support 8.1 8.2 8.3

9 Accessibility & Usability 9.1 9.2 9.3 9.4

O R G A N I Z A T I

O N A L

10 Program Administration 10.1 10.2 10.3 10.4

11 Program Planning 11.1 11.2 11.3 11.4 11.5

12 Quality Assurance 12.1 12.2 12.3

13 Information Sharing 13.1 13.2 13.3

14 Financial Sustainability 14.1 14.2 14.3

15 Collaboration 15.1 15.2 15.3


Trouble Areas

More than half of respondents to the learner questionnaire remarked that the duration of the course is an area for improvement. They felt it was too short a time to complete assignments in a timely manner and do quality work. This dissatisfaction is compounded by instructor comments that managing the workload was strenuous. As mentioned previously, the instructors deliver CEAL in addition to their regular work and so, while CEAL is in session, they are working overtime.

These concerns are directly related to the issues with time management. As both learners and instructors reported that managing the workload was a struggle, the concern is with how they are managing their time to achieve the same ends they would in a face-to-face classroom. To achieve this, CEAL needs to bolster the supports and information it provides. For nearly every participant of CEAL, both learners and instructors, this is the first foray into online training. As such, there is necessarily a learning curve to the methodology.

Learners remarked that there was an inconvenient delay in some instructor response times to questions or in returned grades for assignments. Responsivity and interaction in an online course is paramount as it is the only means that learners have to interact with their instructors. Learners’ remarks did not indicate specific instructors, only that responsivity was an issue with only a portion of the teaching staff.

The evaluation shows that greater prioritization of the learner will improve the likelihood of their success and appreciation of the course, as well as the potential for CEAL to be a reproducible project elsewhere.


Both the UO2 liaison and learners stressed the criticality of keeping internet connectivity limitations in mind. The connectivity challenges limited their access to course content, both the recorded lectures of the instructors as well as assigned and suggested reading materials. Learners experienced being timed out of assessments as a result of a slow or fluctuating connection. Review of the i-Formation platform showed that important and/or helpful information often requires following multiple layers of links or downloading a PDF, all of which require a great deal of time and/or data usage on the part of the learner. In addition, the evaluation found that learners experience a steep learning curve upon commencing CEAL. Most learners are working professionals, returning to academia after being away, as well as having not been educated in the French system. The level of academic rigor Sciences Po Bordeaux expects is demanding even for learners who have been educated in the French system and are more familiar with the methodology and expectations. More supports are necessary to ease the learning curve for CEAL learners and encourage their success.

Though a major area of improvement from the pilot cycle to the next, CEAL instructors remarked that greater collaboration and information sharing is needed amongst the teaching staff to improve course coherence and administration. Between UO2 staff and CEAL instructors, there is very little evidence of information sharing. While learner comments indicated that their questions or concerns were promptly attended to by CEAL and UO2 staff, there is not evidence currently that other types of communication have a process or is a priority at this time. Almost all information sharing was funneled through CEAL management team and the UO2 liaison, with the other instructors at both locations having little to no contact. This resulted in a lack of direction, mutual understanding or teamwork, as well as collaboration.

3. Bottleneck

Even with its quick achievement of skilled programming levels, in order to be feasible, CEAL must increase its enrollment. This will only be possible with active, directed marketing of its non-partnership target population as well as efforts on the part of Sciences Po Bordeaux administration to support instructor capacities, in order to accommodate greater numbers of learners. Without action, this is a bottleneck that threatens the viability of CEAL.

Blocks to Financial Sustainability

In its current configuration, instructors may not be able to manage the increase in enrollment necessary to achieve financial sustainability. Instructors are teaching for CEAL in addition to their existing duties at IEP, and remarked that managing the workload has been a challenge.


The evaluation found that, while tasks related to pedagogy and technology are clearly defined and distributed appropriately, those tasks related to the management of CEAL, are not yet clearly distributed. Management tasks (i.e. registration and enrollment, bursar, human resources, and marketing) are not currently being handled by the corresponding IEP staff. Management tasks, up to this point, have been primarily handled by Céline Thiriot and Florie Brangé, in coordination with IEP staff. Additionally, if people do not know about the program, they cannot enroll. Currently, no recruitment efforts have been made to recruit individual public learners. CEAL is not searchable online, nor is it listed on the Sciences Po Bordeaux website. Without concerted efforts to recruit learners to enroll, CEAL will struggle or fail to reach a state of financial feasibility either as a stand-alone project or as a capacity development partnership project.

Path to Sustainability

According to projections done by Florie Brangé in the planning stages of CEAL, the program can recuperate its initial financial investment and start being profitable after 3 years if it is able to maintain a roster of 40 students, comprised of a mixture of partner university students and individual learners. According to her calculations, IEP made an initial investment of approximately 19.228€. The recurring annual program cost is 14.000€. Enrollment rates for partner university students are at a preferential rate to be feasible, given local context. Individual learners are charged 800€ to enroll. Enrollment of approximately 20 individual learners at the 800€ rate and approximately 20 partner university learners at their preferential rate would mean CEAL can


hope to bring in approximately 20.560€ per cycle. At this rate, the institution can recover their initial investment, break even, and even begin to bring in some profit after three years. It is evident that a path to financial sustainability exists, but, as mentioned, without increased administrative support for the instructors and administration of CEAL and active recruitment efforts, the necessary enrollment levels to make the project financially feasible are not likely to occur.


RECOMMENDATIONS

Program Improvements

This list represents some items that could be relatively easy to adjust while making improvements that have the potential to have a large impact on instructor and learner success and satisfaction with CEAL. The complete, detailed list of program recommendations is available in Annex 3.

The current schedule needs to be reflected on in light of participant comments. Comparable online programs typically offer only one module per every 2-4 week period, whereas CEAL offers 2-3 modules in a 3-week period. An extended calendar would be of benefit both to the learners, as well as for the instructors who would benefit from more time to process assignment submissions. The recommendation would be to keep the current 3 wave model, with 2-3 modules in each wave. However, modules would not be completed simultaneously and each modules would last three weeks. The resulting duration of the course would depend on how the timing of the course is coordinated between the partner university and Sciences Po Bordeaux. For example:


Time management skills are always in development. For online learning, it is an important skill to emphasize. It is up to an individual to enforce this. However, there are some policies and/or supports CEAL could implement to encourage and facilitate better time management on the part of the learners and instructors.

LEARNERS

CEAL has no control over how its learners manage their time. But, they can do better at providing the information necessary to help learners do this for themselves. To know what to expect and how to plan:

● Before enrollment in CEAL, learners should be advised that online learning requires great self-discipline and that time should be set aside each week specifically for the work of the course. Additionally, they should be advised on how many hours per week they should expect to devote to the course.

● Once enrolled and the course has begun, instructors should inform their learners how many hours they should expect to devote to instruction, assigned reading, and assignments for each module.

● Learners should be given exact dates and times (with correct time zone listed) their work should be submitted by, and the consequences for late submissions.

● Especially considering the UO2 learner context, learners should be reminded to remain aware of the persistent internet connectivity interruptions and plan accordingly, so as to avoid late submissions.

INSTRUCTORS

CEAL can implement policies to aid their instructors with time management and subsequently their responsivity. This can also aid in ensuring consistency in program delivery and ensure the level of quality associated with the name of Sciences Po Bordeaux. For example, in many institutions:

● Instructors hold office hours Office hours are a time set aside each week where an instructor guarantees they will be available for drop-in student questions. In an online format, instructors could hold regular “office hours,” where they promise to be present and available in the online forum or by email. As CEAL does not have scheduled classroom hours like in-person courses, it is important for the instructors to plan specific hours to carry out the work associated with delivering their CEAL course. This would be one example of how to accomplish this. The times for the "office hours" should be clearly stated on the home page of each module with the correct time zone listed. Learners can then know that they can expect to find the instructor at that time.

● Instructors have a response time policy for learner questions/concerns


Many instructors have a policy that they will respond to learners within a certain time frame -often 24 hours. CEAL should develop a standard for response time, to which instructors will be held. The reputation of the certification rests largely on the user experience and instructor response has a great effect on that. Having a policy could also be of benefit to instructors in managing their time.

● There is a clear correction time frame policy

CEAL must develop a policy for when grades must be submitted by instructors. A clear policy actually services to protect the workload of instructors by providing a deadline. It helps learners do their best work on future assignments by ensuring they will have instructor feedback in a timely manner. This will need to be decided upon, of course, by the CEAL staff themselves. Concerns that some instructors have regarding security and plagiarism could be assuaged by:

- Incentivizing that learners turn work in promptly. For instance, remove points from assignment score for an unexcused late submission. (e.g. 1 day late: - 5 points; 2 days late: -6 points, etc.)

- Having a no tolerance policy for cheating (i.e. copying from others, sharing answers, etc). If caught cheating, a learner should receive 0 points on that assignment, regardless of when it was submitted.

While consideration can and should be given to extenuating circumstances, a firm policy concerning due dates upholds the reputation of Sciences Po Bordeaux standards and diminishes possibility of unfair or unequal treatment of learners.

● Take advantage of technology

There is technology available, such as pre-drafted messages and scheduled reminders that could be of great benefit to instructors. It would be a useful to cover this topic in a CEAL planning session as a brief tutorial for those unfamiliar with these technologies.

Pre-Drafted Messages Prepare as much as possible in advance. Welcome messages, instructor introductions or introduction to a module can all be pre-drafted and often reused from cycle to cycle so that instructors are not having to re-create their work each time. Oftentimes, these messages can even be scheduled for release on a certain date or time. Scheduled Reminders When an instructor sets out their module objectives and calendar, they can at that time also schedule reminders for themselves in their preferred manner (i.e. their phone, their computer calendar, etc). These could be reminders for anything that would be of benefit to the instructor: posting in the forum, sending a reminder message to learners, correcting assignments, returning assignments, etc.


CONNECTION BURDEN

In every possible circumstance, internet connectivity should be foremost in site design and instructional planning. Some solutions to consider:

● Make information on the platform available in as few clicks as possible. It is preferable to make content available on a page itself rather than in a PDF, which must be downloaded by the learner. Where possible, make information available on a single page, even if that makes the page long.

● Each instructor must assess their chosen technologies to ensure that it requires minimal internet connectivity (i.e. audio instead of video, as few clicks as possible, put content on website vs. providing a PDF that must be downloaded, etc.).

● Instructional materials that are not yet available in an alternative format should be adapted for the coming cycle.

● Improve viewing and accessibility of the course through mobile devices. ● Test any changes to the site and/or course materials on both desktop and mobile.

LEARNER PREPARATION

To ease the learning curve for non-French learners, CEAL should consider an orientation module that could briefly cover such topics as study skills, methodology, reading charts and graphs, doing proper citations, among others. Another consideration is the choice to place CEAL in the first semester of the UO2 Masters in Political Science. At that stage in their studies, UO2 students have not yet taken some courses that would likely aid them in their work on CEAL. It was indicated that changing the placement would be complicated considering the two school calendars. However, it is highly recommended that the coherence between the two programs be considered carefully with learner needs and program goals in mind. With that said, it should be emphasized that it is not the recommendation of the evaluator that the content or learner expectations of CEAL be modified. The recommendation is that the planning of the program and necessary supports be in place to best position learners for success.

PROGRAM GOAL

In terms of the program goal, it may be worth CEAL considering that the program could be delivered via different mediums that may be lower tech, but more accessible to learners, such as a written manual accompanied by CDs of the instructor videos/presentations.

For the benefit of all involved, regular planning meetings should be scheduled well in advance. Attendance should be strongly encouraged. Items discussed in each meeting


should be recorded and distributed to all staff, those who attended meeting, and those who did not. Where possible and appropriate, more effort should be made on the part of CEAL instructors and administrative staff to include the partner university liaison in planning meetings and decisions. When this is not possible, the liaison should be updated on any relevant decisions and issues. Their role is imperative to learner success and keeping them informed should be priority. As a simple but important note, remember to cc (carbon copy) any and all relevant parties in emails, including the partner university liaison. As a virtually-based program, information sharing is imperative to quality planning and program delivery. Keeping all relevant parties informed should be prioritized accordingly.

Achieving Sustainability

As previously mentioned, there is a clear path to achieving financial sustainability. In order to accommodate the necessary level of enrollment to be solvent, CEAL is relying upon the improvement of program marketing to individual learners and increased support from Sciences Po Bordeaux administration in upholding instructional and administrative functions.

MARKETING

Speaking from within the bounds of expertise of the evaluator, which does not include marketing, the following should be considered for the recruitment of individual learners:

● Add CEAL to IEP website and printed materials ● Increase visibility of CEAL in web searches ● Disseminate marketing through existing networks of both LAM and IEP ● Identify existing or new nonprofit organization partners doing work in/on Africa who

may have staff interested in such a certification


INSTRUCTOR AND ADMINISTRATIVE SUPPORT

A supportive institutional environment is crucial for the sustainability of CEAL. It is clear that the program needs to be able to enroll more learners. To accomplish this, instructors should be able to accommodate more learners in their charge. The following should be considered:

● Administrative tasks Instructors should not be doing administrative work. Their role is to design and delivery instructional content. Where administrative roles already exist at IEP (i.e. enrolment, billing, HR, record keeping, etc), administrative functions of CEAL should be absorbed by the corresponding IEP staff member.

● Instructor contracts and payment

An explicit instructor contract protects the instructors as well as the institution. IEP administration should review instructor contracts so that they explicitly state how online instruction will be calculated and paid, as well as how intellectual property will be treated.

This will accomplish the following:

- Ensure that instructors are paid in a timely manner for their work - Remove HR responsibilities from CEAL management team and properly place

them with the existing IEP human resources staff - Facilitate the continuance and replication of CEAL - Incentivize further participation in online instruction projects by existing CEAL

instructors and perhaps other instructors at IEP - Validate online instruction to the staff and administration of IEP by placing it

in the systems and processes of administration

● Tutors This evaluation strongly recommends taking advantage of the current structure of IEP and hire tutors that are assigned solely with assisting students complete courses. In light of this, the recommendation is to either:

- Allow CEAL instructors the option of engaging tutor(s) for in-person courses Tenured CEAL instructors could be given the option to engage a tutor for assisting students in their in-person courses at IEP. This would free up more of the instructor’s time to take on more CEAL learners. Additionally, it presents IEP students with an employment opportunity to gain professional experience and receive a wage.

- Engage tutor(s) to assist CEAL students

The tutor(s) could help with any questions concerning methodology and/or prerequisite skills that CEAL learners may be missing, having come from a different educational background, also freeing CEAL instructor’s time to take on more CEAL learners


REDUCING COSTS

Additional sources of potential income (or rather ways to decrease program costs) exist and should be explored. Some have been mentioned elsewhere, but are repeated here in light of their additional financial benefit. These include:

● The use of tutors (as already exists in the French higher education system) They can take on the work of assisting learners in the completion of the course. This would reduce instructor workload and cost less than instructors.

● Vacataires vs. Titulaires

Consider prioritizing the hiring of non-tenured (vacataires) over tenured (titulaires) instructors in future partnerships that CEAL may undertake. Non-tenured instructors cost less in addition to the fact that the grant offered by the Aquitaine region pays only for non-tenured instructors, whereas IEP has to cover all the costs of tenured instructors.

● Alternate delivery

Consider alternate means of delivering instruction (i.e. written curriculum w/ CD, or others) that would decrease instructor workload, cost to IEP, and perhaps even increase the capacity for higher enrollment -increasing registration fees received.


CONCLUSION After some specific adjustments, CEAL will easily improve its level of programming quality. With greater institutional support for instructors and the administration of the program, as well as active recruitment efforts, CEAL can achieve financial sustainability, and then have the means to support the capacity development components of the original project design. The investment made by Sciences Po Bordeaux in this innovative pedagogical venture positions the institution well to maintain its place as a thought leader in the region. The program extends the reputation for academic excellence that Sciences Po Bordeaux holds, as well as the reputation of LAM’s expertise in African historical and contemporary socio-political dynamics. Moreover, it clearly demonstrates the viability of online instruction in and for Sciences Po Bordeaux.


APPENDIX

ANNEX 1 : References

Adam, Lishan, et al. "Transformation-Ready: The strategic application of information and

communication technologies in Africa." Education Sector Study Final Report

(2011): 142.

Chapman, Diane D. "Developing an Evaluation Plan for a Fully Online Degree Program in

HRD." Online Submission (2005).

Cook, David A., and Rachel H. Ellaway. "Evaluating technology-enhanced learning: a

comprehensive framework." Medical teacher 37.10 (2015): 961-970.

Criteria for Quality Distance Education in South Africa - 2003 . Edited by T Welch, NADEOSA,

28 Aug. 2003,

www.che.ac.za/sites/default/files/publications/d000070_Background_Paper

4a_Welch.pdf.

DeCristofaro, Claire, et al. ONLINE COURSE ASSESSMENT TOOL (OCAT) AND PEER

ASSESSMENT PROCESS . Western Carolina University, Jan. 2014,

www.csuohio.edu/sites/default/files/OCAT_Peer_Evaluation.pdf.

Depover, Christian, and François Orivel. Developing countries in the e-learning era . Unesco,

2013.

Elletson, H., and A. Burgess. "The eLearning Africa Report 2015." (2015).

Non-Annotated Standards from the QM Higher Education Rubric, Fifth Edition .

MarylandOnline, Inc., 22 Feb. 2017,

www.bing.com/cr?IG=5078DB358D174081BD1B54EF8BB76C62&CID=0FE92A

C80E4469B71DB426D40FB96845&rd=1&h=hmDqrosTSgkvdPzwEfnwbs5u4SL

_eAWEPyuADtGrq_o&v=1&r=https://www.qualitymatters.org/sites/default/f

iles/PDFs/StandardsfromtheQMHigherEducationRubric.pdf&p=DevEx.LB.1,54

24.1.

“Online Course Development Guidelines and Rubric.” Michigan Community College

Association Virtual Learning Collaborative :: Online Course Development

Guidelines and Rubric , Michigan Community College Association Virtual

Learning Collaborative , www.mccvlc.org/~staff/content.cfm?ID=108.


http://www.che.ac.za/sites/default/files/publications/d000070_Background_Paper4a_Welch.pdf

http://www.che.ac.za/sites/default/files/publications/d000070_Background_Paper4a_Welch.pdf

http://www.csuohio.edu/sites/default/files/OCAT_Peer_Evaluation.pdf

http://www.bing.com/cr?IG=5078DB358D174081BD1B54EF8BB76C62&CID=0FE92AC80E4469B71DB426D40FB96845&rd=1&h=hmDqrosTSgkvdPzwEfnwbs5u4SL_eAWEPyuADtGrq_o&v=1&r=https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf&p=DevEx.LB.1,5424.1





http://www.mccvlc.org/~staff/content.cfm?ID=108

Patru, Mariana, and Venkataraman Balaji. "Making sense of MOOCs: A Guide for

policy-makers in developing countries." (2016).

Phipps, Ronald, and Jamie Merisotis. "Quality on the Line: Benchmarks for Success in

Internet-Based Distance Education." (2000).

Roland, N., M. Stavroulakis, and P. Emplit. "MOOC Afrique: Analyse des besoins, étude de

faisabilité et recommandations (rapport de recherche)." (2016).

“Rubric for Online Instruction .” Exemplary Online Instruction , CSU, Chico , 2 Apr. 2009,

www.csuchico.edu/eoi/the_rubric.shtml.

Veselý, Arnošt. "Theory and methodology of best practice research: a critical review of the

current state." Central European Journal of Public Policy 5.2 (2011): 98-117.

Williams, Keith, Karen Kear, and Jon Rosewell. "Quality assessment for e-learning: A

benchmarking approach." (2012).


http://www.csuchico.edu/eoi/the_rubric.shtml

ANNEX 2 : Quality Framework and Definitions

DIMENSION INDICATORS

C

O

U

R

S

E

1 Orientation

The learner's introduction

to site, institution,

pedagogical style, and

instructors.

1.1 Minimum technology requirements are stated and instructions for the use of

site functions are available to learners.

1.2 Opportunities are available for learners, prior to the start of the course, to

assess their preparedness for online study.

1.3 Course and/or institutional policies are clearly stated, or a link to them is

provided.

1.4 Instructors and learners are introduced to each other.

2 Design & Sequence

The design of the course

as pertains to the visual

layout, the pacing, the

course coherence and

pedagogy, and how this is

presented to learners.

2.1 Learning objectives of each module are clear, measurable, and connected to the

activities of that module.

2.2 The sequence of the overall course is coherent and culminates in expected

learning outcomes.

2.3 Course schedule is appropriately planned in order to achieve expected learning

outcomes.

2.4 Modules conform to explicit guidelines concerning layout and presentation and

are as consistent as possible across course.

2.5 Each module has description of learning outcomes; prerequisite skills and

knowledge; expected time commitment; content outline; assessment strategy;

and key dates for learners.

3 Materials & Resources

The materials used in

instruction, such as:

assigned reading,

instructor lectures,

supplemental resources,

as well as instructor

knowledge and

background.

3.1 The instructional materials used in each module contribute to the achievement

of the stated learning objectives for that module.

3.2 The instructional materials take into account local context in which they are

delivered.

3.3 Both the purpose of instructional materials and how the materials are to be

used for learning activities are clearly explained.

3.4 Course and materials have input from appropriately qualified people and

instructor demonstrates knowledge of discipline.

3.5 All required or suggested resources are available to learners from their location

and there is clear information on how to access them.

4 Assignments &

Interaction

Any assignments or

interactions that make up

part of the course (i.e.

forum, personal

messages).

4.1 Learning activities promote the achievement of the stated learning objectives

and provide opportunities for interaction and active learning.

4.2 The instructor clearly describes assignments and interaction requirements.

4.3 The instructor’s plan for response time and feedback on assignments is clearly

stated.


4.4 The instructor’s interactions with learners are frequent and responses are

provided in a timely manner.

5 Grading

The measurement of

learners' work.

5.1 The assessments used in each module measure the stated learning objectives of

that module.

5.2 Specific and descriptive criteria are provided for the assessment of learners’

work along with when the assessment is due.

5.3 Feedback on learners' assignments is consistent and constructive.

5.4 Turnaround time on assignment grading is kept to a minimum.

5.5 An appeal system is in place for when learners have a complaint or concern

about an assessment grade or deadline.

6 Technology

The platform or site used

to facilitate learning.

6.1 The technology used in the course support the learning objectives.

6.2 Course technology promotes learner engagement and active learning.

6.3 Technologies required in the course are readily obtainable.

6.4 Course goals, expected learning outcomes, and learner needs justify

technologies used.

7 Learner Support

Services to support

learners in the learning

process.

7.1 There is a clear description of the academic/technical support services and

resources available and how learners can obtain them.

7.2 Responsibilities of the different staff groups (instructors, IT, tutors, etc.)

involved are specified and clear to learners.

7.3 Feedback and responses to learners’ concerns and questions are delivered

within a short period of time.

8 Instructor Support

Services to instructors in

the design and delivery

process.

8.1 Instructors are given adequate training and support to design and prepare their

modules for online dissemination.

8.2 Instructors are given adequate technical and administrative support and

resources to administer their modules.

8.3 Sufficient number of staff are available to support the development and

delivery of course.

9 Accessibility & Usability

Elements related to

learners' ease of use with

and access to all elements

of the course.

9.1 Course navigation, multimedia, and overall technical quality facilitates ease of

use.

9.2 The platform meets the equipment and connectivity requirements of learners.

9.3 The course and/or individual modules provide alternative means of access to

required materials in formats that meet the needs of learners.

9.4 Guidance and information, including FAQs, about technical issues is available to

learners.

O 10 Program Administration


R

G

A

N

I

Z

A

T

I

O

N

A

L

Elements related to the

management of the

course, its participants,

and those who run it.

10.1 The course management ensures that day-to-day activities are aligned with its

mission, goals, principles and policies.

10.2 Tasks related to course design, delivery, and administration are clearly defined

and distributed among separate roles, including: pedagogical, technical, and

management.

10.3 Appropriate schedules are developed for all activities forming part of the

distance education system, including: design, delivery, assessment, and

feedback.

10.4 The workload of instructors and staff involved in design and delivery of course is

made explicit in a contract and carefully monitored.

11 Program Planning

Elements related to the

design and development

of the program.

11.1 Development of course is based on a plan which describes the purpose, mission,

finances and other resources, delegation of responsibility, and time schedule.

11.2 Activities and target audience align with mission and goal of the course.

11.3 Course development involves individuals or teams with expertise in both

academic and technical aspects.

11.4 The characteristics and situation of learners are known and this information is

used to design learner-centered courses, materials, and support services.

11.5 Instructor and learner support is built into course design.

12 Quality Assurance

Elements to monitor and

evaluate program in

order to promote

continued quality or

areas for improvement.

12.1 Clear and effective procedures are in place to monitor, evaluate, and improve

the course on a regular basis.

12.2 Feedback is sought from instructors, tutors, learners, as well as any

administrative staff for the review of modules and/or the course.

12.3 Feedback and review results are used to effect improvements in design,

delivery, and developments of course and staff.

13 Information Sharing

Methods of sharing

information internally

and externally for

promotion and operation

of course.

13.1 There are active recruitment efforts aimed at target populations.

13.2 The publicity provided for course is accurate and sufficiently detailed to enable

applicants to make an informed choice.

13.3 There are effective systems for communication with all staff, instructors, tutors,

and learners involved in the course.

14 Financial Sustainability

Financial feasibility of

program.

14.1 Planning and budgeting are aligned. Potential income is identified, and

appropriate levels of resources are set aside for course design, delivery, and

development.

14.2 Evaluation systems are in place to compare estimated goals and budgets with

actual achievements.

14.3 Sufficient numbers of learners complete the course successfully to justify

financial and human resources needed for its design and delivery.

15 Collaboration

Protocols for partnership. 15.1 In courses delivered collaboratively, contractual relationships are formed to


protect the interests of all parties including the learners.

15.2 Performance expectations for all parties are defined in contracts and

agreements.

15.3 In courses delivered collaboratively, responsibility for performance remains

with the provider that certificates the learners.


ANNEX 3 : Assessment Results

DIMENSION INDICATORS RATING

1 Orientation 1.1 Minimum technology requirements are stated and instructions for the use of site functions are available to learners.

Excellent

Comments:

Technology requirements are clearly written in the welcome module.

Recommendations:

None

1.2 Opportunities are available for learners, prior to the start of the course, to assess their preparedness for online study.

Skilled

Comments:

There is a detailed written guide on suggestions for how to succeed at online learning available for participants. It is not in a form that facilitates self-reflection on the participant's part.

Recommendations:

To best prepare learners, opportunities for self-assessment should be made before enrollment in the course and before classes begin. This can be done through a brief questionnaire or online survey. Whatever method is chosen, the internet connection required should be kept to a minimum.

1.3 Course and/or institutional policies are clearly stated, or a link to them is provided.

Needs Attention

Comments:

Institutional policies are not linked on the site.

Recommendations:

Learners should be made aware of Sciences Po Bordeaux's policies regarding completion of certification, cheating/plagiarism, appropriate use/distribution of learning materials (both learner produced and instructor produced), etc. The definition that CEAL uses to describe cheating and plagiarism should be explicitly stated, as well as what will happen if a learner is caught doing one of these things.

1.4 Instructors and learners are introduced to each other. Skilled

Comments:

Learner profiles are disseminated once program registration is complete. There is no verification that instructors review this information. There is a welcome/introductory message sent in the general forum to all participants at the beginning of the program. There is an invitation for participants (instructors and learners?) to respond by introducing themselves. This is optional. Only some instructors provide an introduction of themselves.

Recommendations:

Introductions facilitate the learning process and improve interactions amongst learners and their instructors. To make best use of time, an introduction should be done before the program begins, in the general forum, and a response should be required for all instructors and learners.

2 Design & Sequence

2.1 Learning objectives of each module are clear, measurable, and connected to the activities of that module.

Skilled


Comments:

Each module has learning objectives. The clarity and measurability of these can be improved.

Recommendations:

To improve clarity and measurability, instructors could use group meetings to provide peer feedback on learning objectives. This would also provide an opportunity to match each module's objectives with the overall objectives of the program.

2.2 The sequence of the overall course is coherent and culminates in expected learning outcomes.

Skilled

Comments:

The sequence is flexible dependent upon instructor availability and other scheduling constraints. This make coherence a challenge and could have an impact on learning outcomes. While flexibility has to be maintained to facilitate scheduling constraints, a high priority should be placed on instructor coordination to ensure coherence and that learning outcomes are achieved.

Recommendations:

Prioritize planning meetings among instructors and schedule them well in advance to ensure higher attendance rate by instructors.

2.3 Course schedule is appropriately planned in order to achieve expected learning outcomes.

Needs Attention

Comments:

More than half of the learners remarked that the program is too short to cover the amount of material presented. Most of the instructors commented on the workload of their module and managing their time to effectively interact with learners, grade and return work to learners in a timely manner. These comments should invoke reflection for future cycles of the program and the feasibility of the current schedule.

Recommendations:

The current schedule should be reflected on to see where changes may be possible. Comparable online programs offer only one module per 2-4 week period.

2.4 Modules conform to explicit guidelines concerning layout and presentation and are as consistent as possible across course.

Excellent

Comments:

A guideline for course layout and presentation exists. Instructors and technical support adhere to this guideline.

Recommendations:

None

2.5 Each module has description of learning outcomes; prerequisite skills and knowledge; expected time commitment; content outline; assessment strategy; and key dates for learners.

Skilled

Comments:

Instructors varied in terms of what details they presented. Most presented learning objectives, content outline, homework overview, and an assessment strategy. If key dates were presented, due dates were not straightforward. One instructor provided a general bibliography, which is really great. Especially considering most learners really appreciated the access to resources that this program provides.


Each module needs to list clearly the prerequisite knowledge needed for that module.

Recommendations:

To best facilitate the learners' experiences with the program, instructors must endeavor to prepare logistical information concerning their course. Each instructor should provide learners with expected time commitment to complete assignments as well as key dates for that module. Learners in CEAL are mostly working professionals who have not taken an online course before. Preparing learners with as much information as possible beforehand helps them to know how to manage their time and will increase the likelihood of their success, as well as having the potential to decrease the demand for learner support.

3 Materials & Resources

3.1 The instructional materials used in each module contribute to the achievement of the stated learning objectives for that module.

Undetermined

Comments:

As a pedagogical aspect of the course, this falls outside of this assessment. It is recommended that it be reviewed in future assessments.

Recommendations:

None

3.2 The instructional materials take into account local context in which they are delivered.

Skilled

Comments:

As a pedagogical aspect of the course, this falls outside of this assessment. However, as there were comments from both instructors and learners about this, it bears comment. There is a mixed response from participants. Several instructors made comments about their efforts to take local context into account. Many learners noted this and appreciated it. However, several learners also commented that this aspect could be improved. Without knowing specifically which course they are referring to, it is difficult to comment further.

Recommendations:

It is recommended that it be reviewed in future assessments.

3.3 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.

Skilled

Comments:

Each module begins with a calendar that explains what should be done and read week by week. Learners are provided with advice on how to best make use of the week. This information could be better placed and made more easily accessible for learners and more explicit.

Recommendations:

Information should be consistently placed in each module on the home page for that module or within only one click.

3.4 Course and materials have input from appropriately qualified people and instructor demonstrates knowledge of discipline.

Excellent

Comments:

Instructors are qualified in their fields of instruction. Many are published authors. Learners were highly satisfied in this regard.

Recommendations:

None

3.5 All required or suggested resources are available to learners from their location and there is clear information on how to access them.

Needs Attention


Comments:

The site provides information on how and where resources can be accessed. From course to course, accessing required reading materials is not straightforward. Learners and Kassem commented that access is limited off the Bordeaux campus and that this was a frequent issue.

Recommendations:

Required resources for each module should be explicitly stated on the home module in a consistent manner. To circumvent current library access issues, instructors should have already downloaded their required reading materials for learners. These could be made available as PDFs for learners to download or sent to Kassem at the beginning of each module for him to distribute in printed form for learners.

4 Assignments & Interaction

4.1 Learning activities promote the achievement of the stated learning objectives and provide opportunities for interaction and active learning.

Skilled

Comments:

The grades and comments suggests a coherence of learning objectives and activities. This will always be a point to keep working on, however, to meet the needs of learners and objectives of instructors. Some learners did have individual suggestions that may be interesting for pedagogical planning discussions. These will be provided in the report annex.

Recommendations:

None

4.2 The instructor clearly describes assignments and interaction requirements. Skilled

Comments:

Each instructor provided this information in their course as a link on the site. A significant number of learners commented that instructions sometimes lacked clarity. Additionally, learners commented that the time zone was not noted in the due date. Kassem mentioned that learners often have difficulty understanding the assignment guidelines. Several instructors mentioned that their interactions with learners often centered around guideline clarifications.

Recommendations:

Instructors could use planning meetings to peer review assignments and their instructions to pinpoint areas that may lack clarity. Instructors should be sure to include the time zone for the due date as learners are in different time zones from the instructor. Instructors should reflect on issues that came up in previous cycles and use that as feedback on what areas lack clarity and can be improved upon.

4.3 The instructor’s plan for response time and feedback on assignments is clearly stated.

Needs Attention

Comments:

There is no evidence to indicate instructor response plans have been stated.


Recommendations:

To help learners know what to expect from module to module, instructors should develop and share their plan and timeframe for responding to forum discussions and individual messages. For example, in many institutions: - Instructors hold regular "office hours". Instructors can use this practice in the CEAL. Make a time each week that is dedicated to CEAL, for interacting in the forum, being available to answer questions, etc. The times for the "office hours" should be clearly stated on the home page of each module with the correct time zone listed. Learners can then know that they can expect to find the instructor at that time. - Instructors have a policy that they will respond to learners within 24 hours.

4.4 The instructor’s interactions with learners are frequent and responses are provided in a timely manner.

Skilled

Comments:

More than half of the learners reported enjoying the quality and quantity of interactions with their instructors, as well as the availability of their instructors. Simultaneously, a number of learners reported struggles in reaching their instructors or that instructors should be encouraged to be more interactive with learners. Several mentioned the long response time of some instructors in responding to questions or concerns. However, in both instances, specific instructors were not mentioned making it impossible to know which courses specifically went well or had challenges.

Recommendations:

CEAL should develop a standard for response time, to which instructors will be held. The reputation of the certification rests largely on the user experience and instructor response has a great effect on that. Having a policy can also help instructors to manage their time, knowing that they have a rule to follow and that they will be held accountable to follow that.

5 Grading 5.1 The assessments used in each module measure the stated learning objectives of that module.

Undetermined

Comments:

As a pedagogical aspect of the course, this falls outside of this assessment. It is recommended that it be reviewed in future assessments.

Recommendations:

None

5.2 Specific and descriptive criteria are provided for the assessment of learners’ work along with when the assessment is due.

Skilled

Comments:

Each instructor provides this information in their course. Learners and Kassem mentioned that further details would be helpful. Again, learners mentioned they need to know the time zone.

Recommendations:

CEAL should make use of feedback to target areas where assignment or assessment instructions lack clarity. What may seem apparent to an instructor or a learner with experience in the French school system may not be apparent to learners elsewhere. An evaluation should be made of trouble areas so that clarity can be maximized and the need for learner support minimized.


Due dates must be clearly stated for all assessments, including the time zone it is referencing.

5.3 Feedback on learners' assignments is consistent and constructive. Skilled

Comments:

This assessment cannot speak to the consistency or constructiveness of feedback. Several learners appreciated the feedback they received.

Recommendations:

None

5.4 Turnaround time on assignment grading is kept to a minimum. Needs Attention

Comments:

Turnaround time was an issue for a significant number of learners. Almost all of those who commented said that it affected their ability to proceed with their other work.

Recommendations:

CEAL must develop a policy for when grades must be submitted by instructors. A clear policy actually services to protect the instructors' workload by providing a deadline. It helps learners do their best work on future assignments by ensuring they will have instructor feedback in a timely manner. Concerns that some instructors have regarding security and plagiarism could be assuaged by: - Incentivizing that learners turn work in promptly. For instance, remove points from assignment score for an unexcused late submission. (e.g. 1 day late: - 5 points; 2 days late: -6 points, etc.) - Having a no tolerance policy for cheating (i.e. copying from others, sharing answers, etc). If caught cheating, a learner should receive 0 points on that assignment, regardless of when it was submitted. While consideration can and should be given to extenuating circumstances, a firm policy concerning due dates upholds the reputation of Sciences Po Bordeaux standards and diminishes possibility of unfair or unequal treatment of learners.

5.5 An appeal system is in place for when learners have a complaint or concern about an assessment grade or deadline.

Needs Attention

Comments:

No appeal system was found. Additionally, many learners commented that they would have benefitted from make-up opportunities for having not been able to make a scheduled assessment and/or the final exam.

Recommendations:

CEAL must develop procedures for processing appeals to receive an extension for an assignment or to dispute a grade. As working professionals, and given the extreme internet connectivity problems, it was often the case that assignments could not be submitted on time. There needs to be a guideline for both learners and instructors to follow to manage such situations. The due date policies should not be flexible, but it should be possible for a learner to occasionally receive an extended deadline without it affecting their grade. Additionally, CEAL could consider a make-up policy. If a learner cannot participate in a scheduled assessment or the final exam, will there be an opportunity to make it up (given that the learner has a valid excuse)?


6 Technology 6.1 The technology used in the course support the learning objectives. Excellent

Comments:

The technology is effective from both the instructor and learner perspectives.

Recommendations:

None

6.2 Course technology promotes learner engagement and active learning. Excellent

Comments:

This is inherent in the technology used.

Recommendations:

None

6.3 Technologies required in the course are readily obtainable. Skilled

Comments:

Technologies required for the course are not in all instances readily obtainable for the program's main users. But this is not due to a lack of provision on the part of CEAL.

Recommendations:

Recommendations for the provision of technology will be made in 15.1.

6.4 Course goals, expected learning outcomes, and learner needs justify technologies used.

Skilled

Comments:

Technologies used are justified when considering learning outcomes, but not necessarily to attain program goals or learner needs. Technologies used meet learner needs in that they make this content available by distance. However, connectivity issues prevail and the technology chosen by each instructor does not always reflect that this is being kept in mind. However, in many instances, instructors made their material available in multiple formats.

Recommendations:

In every possible circumstance, the internet connectivity problem should be foremost in mind. Each instructor must assess their chosen technologies to ensure that it requires minimal internet connectivity (i.e. audio instead of video, as few clicks as possible, put content on website vs. providing a PDF that must be downloaded, etc.). In terms of the program goal, it may be worth CEAL considering that this content could be delivered via different mediums that may be lower tech, but more accessible to learners, such as a written manual accompanied by CDs of the instructor videos/presentations.

7 Learner Support

7.1 There is a clear description of the academic/technical support services and resources available and how learners can obtain them.

Excellent

Comments:

The welcome module clearly provides this information in a pdf file.

Recommendations:

None

7.2 Responsibilities of the different staff groups (instructors, IT, tutors, etc.) involved are specified and clear to learners.

Excellent

Comments:

The welcome module clearly provides this information in a pdf file.

Recommendations:

None


7.3 Feedback and responses to learners’ concerns and questions are delivered within a short period of time.

Excellent

Comments:

Learners commented that support was reliably available and some mentioned it was provided quickly.

Recommendations:

In future program assessments, this should be evaluated more specifically.

8 Instructor Support

8.1 Instructors are given adequate training and support to design and prepare their modules for online dissemination.

Excellent

Comments:

Instructors adamantly praised the training and support they were given to prepare their courses.

Recommendations:

None

8.2 Instructors are given adequate technical and administrative support and resources to administer their modules.

Excellent

Comments:

Instructors adamantly praised the support they were given.

Recommendations:

None

8.3 Sufficient number of staff are available to support the development and delivery of course.

Skilled

Comments:

This could be called into question considering the comments from instructors on managing their workload. This may not be an issue of staff, however. The administration at Sciences Po Bordeaux has not yet included the hours devoted to this course into their overall required number of hours of teaching. So, this program has been, in essence, overtime.

Recommendations:

Recommendations for this indicator are treated in 10.4.

9 Accessibility & Usability

9.1 Course navigation, multimedia, and overall technical quality facilitates ease of use.

Skilled

Comments:

Site layout is simple and facilitates ease of use. However, for almost every aspect of the site, participants are required to opening many pages to access information, or even to download a file. While less information on a page may make it possible to load more easily, it means that a lot of important information is layered within many pages. This requires a level of internet connection that may not correspond to what the majority of learners have access to. So, while the information is available on the website, learners may be unable to view it and therefore without important information or interaction opportunities.

Recommendations:

Make information available in as few clicks as possible. It is preferable to make content available on a page itself rather than in a PDF, which must be downloaded by the learner. Where possible, make information available on a single page, even if that makes the page long. Test these changes on both desktop and mobile.


9.2 The platform meets the equipment and connectivity requirements of learners. Needs Attention

Comments:

For most of the learners, the system does not meet their connectivity requirements. Learners can only access the course via mobile, work computer, or by going to an internet cafe. While this allows them to access the content. It may not be ideal. This is not due to a lack of provision on CEAL's part.

Recommendations:

Recommendations for this have been covered in other indicators and will be further treated in 15.1.

9.3 The course and/or individual modules provide alternative means of access to required materials in formats that meet the needs of learners.

Skilled

Comments:

Courses provide alternative means of accessing course lectures. Not all required or suggested readings are made available in an alternative format.

Recommendations:

This issue has been treated in previous indicators. To repeat, instructors must find a way to make required reading available in a manner that learners can access. If library access continues to be an issue, instructors must pre-download materials on learners' behalf and make available as PDF. Alternatively, required materials could be sent to Kassem to be printed for learner use. This, however, is not a solution that can be sustained long-term or transferred to other locations where CEAL may take place.

9.4 Guidance and information, including FAQs, about technical issues is available to learners.

Needs Attention

Comments:

Written guidance was not found.

Recommendations:

It may be beneficial to both learners and instructors to make a "Frequently Asked Questions" page available. This could diminish the demand for learner/instructor support.

10 Program Administration

10.1 The course management ensures that day-to-day activities are aligned with its mission, goals, principles and policies.

Skilled

Comments:

There are conflicting interpretations amongst the staff of what the overall mission of CEAL is. The articulated goal as pertains to delivering a certification program matches the day-to-day activities. The articulated goal as pertains to a capacity development project/partnership with UO2 does not align with day-to-day activities. The principles articulated by administrative staff, instructors, and program management may not be the same, but do not conflict with each other either. This assessment cannot speak to the policies of the provider.

Recommendations:

CEAL management should reevaluate capacity development/partnership mission with UO2. If this project is to continue, it should be drawn up as a


separate project and include clearly defined activities, goals, roles, and budget that pertain specifically to the partnership project. Whatever the management decides upon, a conversation should be had with all concerned parties (staff at UO2, instructors of CEAL, and administration at IEP) so that they are aware of what the continuing mission and goal of CEAL is going to be moving forward.

10.2 Tasks related to course design, delivery, and administration are clearly defined and distributed among separate roles, including: pedagogical, technical, and management.

Needs Attention

Comments:

Tasks related to pedagogy and technology are clearly defined and distributed appropriately. Tasks related to the management of CEAL, however, are not clearly distributed. Management tasks (i.e. registration and enrollment, payments, human resources, and marketing) are not currently being handled by the corresponding IEP staff. Management tasks, up to this point, have been primarily handled by Céline Thiriot and Florie Brangé, in coordination with IEP staff.

Recommendations:

A supportive institutional environment is crucial for the sustainability of CEAL. The program needs to be able to enroll more learners, meaning that instructors need to be freed up to concentrate on their teaching duties. Where management roles exist already in IEP to handle administrative-related functions (i.e. registration and enrollment, payments, human resources, and marketing), these tasks should be absorbed by IEP.

10.3 Appropriate schedules are developed for all activities forming part of the distance education system, including: design, delivery, assessment, and feedback.

Skilled

Comments:

Schedules exist for the design, delivery, and assessment stages of CEAL. Schedules still need to be made for soliciting feedback from learners and instructors moving forward.

Recommendations:

Create a schedule for soliciting feedback from learners. Requesting feedback from instructors should be regularly incorporated into staff planning meetings.

10.4 The workload of instructors and staff involved in design and delivery of course is made explicit in a contract and carefully monitored.

Skilled

Comments:

Workloads of staff involved are self-monitored and are counted as supplementary hours, in excess of their regularly contracted work hours. The work associated with design, delivery, and quality assurance of the program have yet to be incorporated into instructor contracts. They are however being calculated with an explicitly stated formula.

Recommendations:

An explicit contract protects the instructors as well as the institution. CEAL management and IEP administration should draw up contracts for the instructors of CEAL that explicitly state how they will be paid, at what rate, and by when.


11 Program Planning

11.1 Development of course is based on a plan which describes the purpose, mission, finances and other resources, delegation of responsibility, and time schedule.

Excellent

Comments:

The development plan included all of these aspects.

Recommendations:

None

11.2 Activities and target audience align with mission and goal of the course. Skilled

Comments:

Though there is confusion about the mission and goal of the program amongst staff, activities correspond with the mission articulated in CEAL planning documents. However, these activities only correspond to half of the articulated mission in the MOU between IEP, UO2, and the French embassy in Burkina Faso. The MOU describes intent to engage in a capacity development project in which within three years' time UO2 professors will be sufficiently trained to teach the CEAL content on their own. This was meant to be accomplished in part by the online training and through instructors pairing off and working together on their course material. Target audience aligns with mission and goals articulated in both sets of documents.

Recommendations:

See recommendations given in 10.1.

11.3 Course development involves individuals or teams with expertise in both academic and technical aspects.

Excellent

Comments:

The participating staff are well credentialed in their respective fields.

Recommendations:

None

11.4 The characteristics and situation of learners are known and this information is used to design learner-centered courses, materials, and support services.

Skilled

Comments:

Information on the situation of learners was made available, but it is not clear that this information was reviewed. The learner context appears to have been considered carefully in the pedagogical design of the program. Most instructors have a strong knowledge of the general African context and reflect this in their course design. However, most instructors commented they did not know the characteristics and situation of their learners. As designers of the courses, instructors need to have this information for their pedagogical design. Learner support has been made readily available and takes learner needs and characteristics into consideration. Concerning the materials and sequencing of the course, it is less evident that the learner context has been kept in mind: - It is not always evident that efforts are being made to diminish the internet connectivity requirements. - It is not always evident that the time constraints of the target population are being properly planned for. - It is not always evident that the educational background/experience of learners is considered in the planning and delivery of the course.

Recommendations:

Information on learner situation/characteristics should continue to be shared and prioritized in course/module planning.


It is worth considering that CEAL could be packaged in a variety of ways. For instance, to reduce the need for internet connectivity, CEAL could be made available as a written curriculum accompanied by CDs with the recorded lectures and materials on it. The course could be launched much as it is now and animated by CEAL instructors. For learners who wish to work completely online, they could. For those with limited internet availability, their site use could be limited to email and forum exchanges. They would receive instruction offline through the written materials and the CDs. This model would reduce the cost of instruction as well as lighten the internet requirements of participants.

11.5 Instructor and learner support is built into course design. Excellent

Comments:

There is ample instructor and learner support built into the program design.

Recommendations:

None

12 Quality Assurance

12.1 Clear and effective procedures are in place to monitor, evaluate, and improve the course on a regular basis.

Needs Attention

Comments:

There is no clear monitoring and/or evaluation plan in place. Regular reviews are conducted by program delivery staff, but these are planned as they go.

Recommendations:

A set plan needs to be put in place to regularly monitor, evaluate, and improve the program, where necessary.

12.2 Feedback is sought from instructors, tutors, learners, as well as any administrative staff for the review of modules and/or the course.

Skilled

Comments:

Feedback is sought from instructors on a regular basis, but not as part of a formal process. Feedback has been sought from learners, but not as part of a formal process. Regular feedback is not sought from administrative staff as part of a formal process.

Recommendations:

Solicitation of feedback should be included in the monitoring, evaluation, and improvement plan.

12.3 Feedback and review results are used to effect improvements in design, delivery, and developments of course and staff.

Skilled

Comments:

Feedback has been used to effect improvements in design, delivery, and developments of course and staff, but not as part of a formal process.

Recommendations:

Regular staff planning meetings should be scheduled to discuss feedback and how it will be used in the design, delivery, and development of the the course.

13 Information Sharing

13.1 There are active recruitment efforts aimed at target populations. Needs Attention

Comments:

There have not been formal recruitment efforts made.

Recommendations:


As the only target population that IEP has any sway over and that pay the full rate for the program, it is imperative for the financial sustainability of CEAL that formal recruitment efforts be made to increase number of continuing education participants.

13.2 The publicity provided for course is accurate and sufficiently detailed to enable applicants to make an informed choice.

Excellent

Comments:

The provided publicity is excellent and sufficiently detailed.

Recommendations:

None

13.3 There are effective systems for communication with all staff, instructors, tutors, and learners involved in the course.

Skilled

Comments:

The current systems for communication rely heavily on impromptu email communication rather than any formal processes. Communication between UO2 and CEAL is funneled mostly through Céline Thiriot. The current practices do not appear to be the most efficient, but they have been effective in that the program has now been delivered for two cycles. However, without improvement, this communication system will limit plausible growth of the program.

Recommendations:

UO2 liaison should be cc'd in all relevant communication. More effort should be made on the part of CEAL instructors and administrative staff to include and update UO2 liaison with all relevant decisions and issues. Their role is imperative to UO2 learner success and keeping them informed should be priority. A plan should be made to send a regular information update to all participating staff. Regular planning meetings should be scheduled well in advance to improve rate of staff attendance. Items discussed in each meeting should be recorded and distributed to all staff, those who attended meeting, and those who did not.

14 Financial Sustainability

14.1 Planning and budgeting are aligned. Potential income is identified, and appropriate levels of resources are set aside for course design, delivery, and development.

Skilled

Comments:

When planning took place, budget and plans were aligned. However, as instructor's employment statuses have changed with IEP, potential income has diminished as Aquitaine Region funding pays for "vacataires" only and the number of "vacataires" has decreased. Sufficient resources were made available for design and delivery to this point by IEP. However, while potential income to sustain continued delivery and development has been identified, it has not yet reached a point of sustainability.

Recommendations:

Additional sources of potential income (or rather ways to decrease program costs) exist and should be explored: - Consider the use of tutors (as already exists in the French higher education system), who can take on the work of assisting learners in the completion of the course. This would reduce instructor workload and cost less than instructors;


- Consider prioritizing the hiring of "vacataires" over "titulaires" in future partnerships that CEAL may undertake; and - Consider alternate means of delivering instruction (i.e. written curriculum w/ CD, or others) that would decrease instructor workload, cost to IEP, and perhaps even increase the capacity for enrollment -increasing registration fees received.

14.2 Evaluation systems are in place to compare estimated goals and budgets with actual achievements.

Needs Attention

Comments:

There are not any systems currently in place to review estimated and actual budget.

Recommendations:

The actual and projected budget should be reviewed on a regular basis and adjustments made as necessary. Best practice suggests this be done on an annual or semi-annual basis.

14.3 Sufficient numbers of learners complete the course successfully to justify financial and human resources needed for its design and delivery.

Needs Attention

Comments:

The numbers of participants must grow in order to justify the financial and human resources that have been used and would be used to continue the program.

Recommendations:

According to the projected budget, if CEAL maintains an enrollment of 20 UO2 learners (or from any future partnerships), they then need to enroll only 20 continuing education learners each cycle, paying 800€ each, to reach financial sustainability. This projection emphasizes the urgent need to recruit more continuing education learners.

15 Collaboration 15.1 In courses delivered collaboratively, contractual relationships are formed to protect the interests of all parties including the learners.

Skilled

Comments:

A contractual relationship was formed with UO2, but it was not updated to reflect the changed circumstances after the understanding with the French embassy in Burkina Faso fell through.

Recommendations:

If the partnership with UO2 is to continue, it needs to be updated to reflect the current situation. The continuation or discontinuation of the capacity development element needs to be made clear.

15.2 Performance expectations for all parties are defined in contracts and agreements.

Skilled

Comments:

Performance expectations were listed in the agreement, but again, the agreement does not reflect the current situation.

Recommendations:

In future iterations of CEAL partnerships, the following expectations should be added to the agreement: - Where a partner university has the capability, it should be the partner university's responsibility to make internet available to participants; - A member of partner university staff who is available to be trained as a CEAL liaison and can accompany learners at partner university.

15.3 In courses delivered collaboratively, responsibility for performance remains with the provider that certificates the learners.

Excellent

Comments:

Because this is a certification, responsibility lies with Sciences Po Bordeaux

Recommendations:


None


ANNEX 4 : List of Respondents

Name Position at SPB Connection to CEAL

A D M I N

Florie BRANGÉ Pedagogical engineer Co-creator, administrator, instructor/learner support

Anne GAUDIN Director of Pedagogical Innovation Collaborator

Ronan LE GRAËT Director of Continuing Education Collaborator

Emmanuel NADAL Deputy Secretary General Collaborator

Paul ROUGER IT Director Assisted in implementation of i-Formation

U O 2

Kassem SOURVEIMA Non-SPB Coordinator of Masters at UO2

Program Liaison

I N S T R U C T O R S

Jean Philippe BERROU Teacher/researcher Teacher

Salim CHENA Teacher/researcher Teacher

Dominique DARBON Adj. Dir. of Doctorate program, LAM Dir. Teacher

Thomas EEKHOUT Teacher/researcher Teacher

Claire LAUX Teacher/researcher Teacher

Rozenn N. DIALLO Teacher/researcher Teacher

Céline THIRIOT Teacher/researcher Co-creator, administrator, teacher, faculty support

L E A R N E R S

Students SY:2016-17 4 responses

Students SY:2017-18 14 responses


ANNEX 5 : Questionnaire

Les Instructions: L’équipe pédagogique du Certificat d’Études Africaine en Ligne (CEAL) de Sciences Po Bordeaux souhaiterait

avoir votre avis sur le programme en ligne que vous avez réalisé avec nous. Dans le cadre du CEAL, vous

avez suivi sept cours en ligne que nous espérons qu’ils vous ont plu. Par votre participation à ce

questionnaire, nous aimerions pouvoir identifier ce qui a bien fonctionné et qu’il faut garder, ainsi que les

éléments qui ont moins bien fonctionné et qu’il faut améliorer. Ce questionnaire est anonyme, sentez-vous

libre de répondre en toute honnêteté. Vos réponses seront utilisées pour améliorer nos prochains cycles de

CEAL. Nous vous remercions de votre contribution.

1 Pourquoi vous êtes-vous inscrit au master en science politique à UO2?

2 Comment avez-vous appris la présence des cours de la certification d’études africaines en ligne au sein de

votre programme?

3 Qu'espérez-vous faire avec cette certification?

4 Aviez-vous déjà eu une expérience d’apprentissage en ligne avant ce cours de certification en ligne?

5

Avez-vous rencontré des difficultés techniques pour utiliser les ressources mises à votre disposition dans

les cours en ligne du CEAL?

(Oui, Plutôt oui, Plutôt non, Non)

Si oui, avez-vous pu accéder à du soutien pour surmonter les défis? Si c'est le cas, comment?

6 Avez-vous apprécié la présentation des contenus des enseignements (clarté, concision des

informations,...)?


7 Êtes-vous satisfait-e du suivi et de l’accompagnement de la part de vos enseignants dans les cours en

ligne?


8 Le rythme des cours (3 semaines de cours + 1 semaine de délais supplémentaire) vous convient-il?


9 Énumérez jusqu'à cinq points forts du programme.

10 Énumérez jusqu'à cinq éléments à améliorer.

11 Les nouvelles connaissances et compétences que vous avez développées en suivant les cours en ligne

influenceront-elles vos actions professionnelles ou vos décisions futures?


12 Recommanderiez-vous le Certificat d’Études Africaine en Ligne à quelqu'un d'autre?



ANNEX 6 : Questionnaire Responses

1 Pourquoi vous êtes-vous inscrit au master en science politique à UO2?

F. FIDELE Nous nous sommes inscrits en science politique à l’UO2 parce que nous avons constaté un manque dans notre vie professionnelle et notre engagement citoyen dans les organisations de la société civile. L’offre de formation en science politique que l’UO2 propose à travers ce master répond parfaitement à mes besoins en matière de renforcement des capacités.

I. KABORÉ Je me suis inscrit au master en science politique parce qu’il est phase avec ma formation de base. En effet, je suis titulaire d’une licence en histoire politique. Aussi, j’ai en perspective la création d’un centre d’analyse des politiques publiques mises en œuvre dans mon pays. Par ce centre, j’entends apporter ma modeste contribution au développement socio-économique de mon pays. Les résultats de mes recherches pourront être des outils d’aide à la décision.

C. YARANANGORE D’abord parce-que j’ai une passion pour la recherche portant sur les questions politiques et les questions de gouvernance. Ensuite parce-que ce master constitue une belle opportunité de compléter mes études de philosophie politique par un domaine d’étude qui touche à des questions plus concrètes (la science politique). Enfin parce-que je tiens énormément à faire de la recherche en science politique. Surtout que cette discipline peut permettre d’apporter un plus d’un point de vue analytique à la construction de mon pays et de mon continent.

M. ZEBA Mon inscription est une des activités pour la réalisation de mon projet professionnel. Etant dans un institut de recherche à savoir l’Institut des sciences des sociétés (INSS) l’obtention du master me permettra de poursuivre pour ma thèse. Avec mes futures publications, je pourrai passer au CAMES pour le grade de chargé de recherche. Aussi, la science politique est un domaine qui me passionne surtout le champ politique publique.

P. KABORÉ Je me suis inscrit au master en science politique à UO2 dans l’optique d’avoir des connaissances et des compétences en matière de politique publique.

P. WENCESLAS Je me suis inscrit en Master Science Politique de l'université Ouaga 2 car pour moi la science politique est une discipline d'élite, elle permet de comprendre les dynamiques des changements institutionnels et participer aux débats politiques et les échanges sur le monde contemporain

S. SARÉ 1. Besoin d’explorer un domaine de connaissance qui permette de comprendre les enjeux de la scène politique 2. Envie de légitimer mes prises de paroles par une référence à un domaine compétence spécifique 3. En tant qu’agent public, besoin d’accroitre mes chances de carrière dans l’administration publique 4. Et si possible, une thèse pour exercer dans l’enseignement supérieur

P. DABONGOU (handwritten responses; translated by Elizabeth Brooks) Journalist by profession, I had an interest in the questions regarding, among others, democracy, political regimes, political identities, elections, behavior of those in power, and of public policy. I enrolled for all these reasons.

H. NARÉ Pour devenir un enseignant chercheur en Science politique

S. IBOUDO Je me suis inscrits en science politique à UO2 pour deux raisons : d’abord je voudrais renforcer mes capacités pour améliorer mon rendement professionnel qui demande beaucoup de connaissances en science politique ; ensuite j’ai l’ambition de devenir un chercheur plus précisément en science politique, étant attiré par les affaires étatiques et interétatiques.

I. AMADOU Je me suis inscrit au master en science politique parce que c’était mon rêve après l’obtention du baccalauréat d’étudier en science politique. Donc c’est malgré le manque de la filière à l’Université de mon pays(Niger) que j’ai fait des études en droit. Et c’est en poursuivant mes études en droit au Burkina que j’ai croisé cette opportunité d’étude en science politique. Mais avant cette inscription en master dés 2014-2015 je pu faire une Licence professionnelle en science politique à l’IUFIC/UO2.Dieu faisant les choses en beauté, un an après l’UO2 a lancée le Master dans lequel on se trouve actuellement.

J. MANA Notre inscription à ce master s’explique par le fait que nous cherchions une formation transversale que seule la science politique pouvait offrir et il n’avait que l’UO2 qui offrait ce master.

A. SEMDE J’ai un intérêt certain pour la discipline. Le master que je vais, je l’espère devrait pouvoir me permettre de déboucher sur une thèse. L’objectif étant d’intégrer le corps enseignant-chercheurs


en Science politique de l’UO2

M. BOUKAR Mon inscription en Master Science politique à UO2 est motivé par plusieurs choses : -d’abord c’est un choix personnel ; -c’est aussi une filière de mon rêve ; -je suis jeune engagé au sein de ma communauté et cette formation me donnera plus d’outils pour mieux servir cette communauté ; -J’ai toujours aimé faire de la recherche et ce master m’offre une occasion, sans égale, d’apprendre à mieux élaborer des travaux scientifiques -Enfin, non inscription est motivée par le désir d’étudier, allé plus loin.

I. COMPAORE Je me suis inscrit au Master en science politique à UO2 pour approfondir mes connaissances dans le domaine de la science politique et me diriger vers une carrière de chercheur, de journaliste d’investigation spécialiste des politiques publiques.

M. Hien Souci de formation continue Acquérir des connaissances pour améliorer ma compréhension des phénomènes politiques, avoir une une grille de lecture pour les décrypter Booster ma carrière professionnelle

S. ROMBA Acquérir des connaissances et améliorer ma culture politique Renforcer mes capacités opérationnelles au plan professionnel Accroître mes chances de décrocher un emploi au plan international

H. GNOUMOU (handwritten responses; translated by Elizabeth Brooks) First of all, I was interested in political science out of curiosity. Then, fascinated by the analysis of public policies, I wanted to better understand governance issues in all its dimensions.

2 Comment avez-vous appris la présence des cours de la certification d’études africaines en ligne au sein de votre programme?

F. FIDELE Nous avons accueil la nouvelle la certification d’étude africaines en ligne au sein de notre

programme avec joie et nous étions curieux de découvrir les modules du certificat.

I. KABORÉ Nous avons appris la présence des cours de la certification d’études africaines en ligne à travers le

communiqué d’ouverture du master en science politique qui parlait de la possibilité d’une

Co-diplomation à savoir le master en science po délivré par l’UO2 et le certificat d’études africaines

en ligne de l’Institut d’études politiques de Bordeaux.

C. YARANANGORE J’ai appris la présence des cours de la certification d’études africaines en ligne par mes formateurs à

l’UO2. Notamment à travers l’annonce du test de recrutement des étudiants en Master science

politique. Puis j’ai eu plus d’informations par l’intermédiaire du Pr LOADA et le Dr Kassem Salam

SOURWEMA, respectivement responsable et coordonnateur du master science politique.

M. ZEBA L’annonce de la candidature de recrutement le mentionne.

P. KABORÉ J’ai été informé la présence des cours de la certification d’études africaines en ligne au sein de votre

programme par les responsables du master (Dr KASSEM Sourwèma).

P. WENCESLAS A travers le lancement du programme de Master Science Politique à l'université Ouaga 2

S. SARÉ Via un ami de classe qui a fait partie de la première promotion du master de science politique à

l’université Ouaga 2.

P. DABONGOU (handwritten responses; translated by Elizabeth Brooks)

Through the announcement on the UO2 website, a friend who took it the first year, and a poster on

the UO2 campus.

H. NARÉ a) Par qui ? Dans le communiqué même d’appel à candidature.

b) Avec quel sentiment ? Avec un peu de crainte quant à pouvoir suivre assidument ce programme

en ligne à cause de la cherté de la connexion internet ici.


S. IBOUDO J’ai appris l’appel à candidature pour le master dans le journal « Le pays », un quotidien du Burkina

Faso. Dans les termes du communiqué, il avait été mentionné la présence des cours de la

certification dans le programme du Master. C’est donc par ce canal que je l’ai appris.

I. AMADOU On a appris la présence des cours de CEAL au moment de la prise de contact avec l’équipe

pédagogique. C’était Docteur Kassem qui nous a annoncé que la formation sera double à l’UO2 et

en ligne avec bordeaux.

Quand on a appris la nouvelle tout le monde était content parce en science politique dans le monde

entier, sciences po bordeaux est une référence surtout quand nous étudiants on écoute les analyses

que font les enseignants et chercheurs de science po bordeaux sur les medias. Donc cela nous a

beaucoup galvanisé à suivre cette formation malgré certaines difficultés parfois indépendant de

notre volonté.

J. MANA Nous l’avons appris dès la prise de contact avec nos professeurs.

A. SEMDE Le recrutement des étudiants en science politique se fait sur test. Dans la préparation du test, j’ai

approché les étudiants de la promotion qui a précédé la nôtre, et il a été porté en ma connaissance

que la certification fait partie du programme

M. BOUKAR J’ai appris cela par le biais de la fiche d’appel à candidature et cela m’a beaucoup motivé à postuler

pour ce master.

I. COMPAORE Dans l’annonce du recrutement d’étudiants en Master de science politique à l’UO2.

M. Hien A travers l’équipe pédagogique du master en science politique de l’UO Ouaga 2

S. ROMBA Publication dans un journal

H. GNOUMOU (handwritten responses; translated by Elizabeth Brooks)

We learned about it from UO2. It is integrated into the poli sci masters.

3 Qu'espérez-vous faire avec cette certification?

F. FIDELE En plus d’être un parchemin qui pourrai m’aider à bénéficier de certaines opportunités, nous

comptons approfondir certaines problématiques soulevées au cours de la formation dans les

années avenir.

I. KABORÉ Nous disions plus haut que nous entendons contribuer au développement de notre pays à travers la

recherche. Cette certification apportera sans doute du crédit à tout ce que nous entreprendrons

dans ce sens.

C. YARANANGORE Cette certification constituait pour moi une reconnaissance d’aptitude à analyser les questions

politiques africaines. J’espère m’en servir pour accéder à un laboratoire d’étude ou encore pour

participer à des projets de recherche sur la politique et la gouvernance en Afrique.

M. ZEBA Je voudrai la certification pour soutenir ma candidature d’inscription en thèse ou le post doctoral.

P. KABORÉ Je souhaite une élargir mes chances dans mes activités de consultations et de compétitions en appel

d’offre aux projets dans le cadre national et africain.

P. WENCESLAS Je compte valoriser le certificat dans mes recherches d'opportunités d'emploi dans les institutions

internationales

S. SARÉ Une opportunité pour s’engager dans un domaine de connaissance encore embryonnaire au

Burkina et qui probablement sera prometteur, tant sur le plan académique que professionnel.


Put into practice what I learn via the course in debates and also in my daily work

Deepen my understanding of African studies

Better analyze current events in Africa and my critical thinking skills

Offer consultation services (as an example)

H. NARÉ a) D'abord aiguiser ma connaissance sur les grands enjeux économiques, sociaux et politiques au


Burkina Faso et en Afrique.

b) Ensuite être utile aux structures ayant besoin d'une personne d'un pareil profil.

S. IBOUDO Cette certification me permettra de postuler pour d’autres emplois pour lesquels je n’avais pas de

qualifications requises. Elle me permettra en outre de continuer ma formation de chercheur.

I. AMADOU Cette certification me permettra je pense un jour à poursuivre les recherches en science politique à

bordeaux étant imprégné des capacités et performances de formation de bordeaux. Elle me

permettra aussi d’attester les compétences que je développerai tout au long de ma carrière

d’enseignant de science politique que je souhaite ou d’administrateur.

J. MANA Elargir mes opportunités de recherche et de travail.

A. SEMDE Avec cette certification, j’espère m’ouvrir des portes dans l’optique d’aller étudier dans d’autres

universités

M. BOUKAR Pleine de choses : l’insérer dans mon CV pour d’éventuels postes à pourvoi ; l’insérer dans mon

cursus pour besoin d’étude (pour faire la thèse par exemple).

I. COMPAORE A mon avis, le certificat importe peu. Le plus important, ce sont les connaissances acquises et le

goût de la recherche que nos différents enseignant(e)s ont réussi à m’inculquer. Maintenant avec le

certificat, je compte faire valoir ma connaissance du domaine politique en Afrique dans mon

environnement proche, dans mon service et ailleurs si l’opportunité se présente.

M. Hien L’apprentissage facilite déjà ma compréhension des choses et est utile dans mon travail quotidien

La certification (je n’ai pas encore les résultats) ne ferait qu’attester de mes compétences et

pourrait m’aider à donner une trajectoire à ma carrière de fonctionnaire et même à changer

d’employeur

S. ROMBA Décrocher un emploi


This certification has permitted me to develop my understanding of Africa politically, economically,

and socially and build an asset for new perspectives in terms of employment

4 Aviez-vous déjà eu une expérience d’apprentissage en ligne avant ce cours de certification en ligne? (Oui ou Non). Si oui, pourriez-vous nous décrire votre expérience? Qu'avez-vous apprécié dans ces cours?

F. FIDELE Non

I. KABORÉ Non

C. YARANANGORE Non

M. ZEBA Non

P. KABORÉ Non

P. WENCESLAS Oui

J'ai suivi un cours sur le site de l’agence universitaire de la Francophonie sur les Méthodes de

gestion en Base de données en 2014. J'ai également suivi en ligne avec l'institut BIOFORCE sur le

thème « concevoir et piloter un projet Humanitaire » en 2018

J’ai apprécié les méthodologies d'approche et les contraintes liées à l'utilisation des ressources mise

à ma disposition

S. SARÉ Non

P. DABONGOU Non

H. NARÉ Non


S. IBOUDO Non

I. AMADOU Non

J. MANA Oui

Nous avons commencé des cours en ligne avec l’IFOAD à Ouagadougou que nous n’avons

malheureusement pas pu suivre jusqu’à terme.

La remarque que ce cours en ligne est un outil qui facilite le travail

A. SEMDE Non

M. BOUKAR Non

I. COMPAORE Oui

J’ai eu à faire des formations en ligne. Les Mooc. La plus grande difficulté pour nous étudiants

Burkinabè se trouve au niveau de la qualité du réseau Internet. Cela nous pénalise beaucoup. Etant

donné que nous ne sommes pas les seuls étudiants, vous ne pouvez pas demander aux encadreurs

de tenir compte de l’état lamentable de la connexion Internet chez vous. C’est un désavantage. A

par ce problème majeur, tout le reste se passe bien.

Ce que j’apprécie c’est la diversité des sources et la possibilité d’avoir accès à la documentation

pour approfondir ce que l’on a appris. De toute façon, c’est une autre expérience différente de ce

qu’on a l’habitude d’avoir dans les amphis, donc stimulante.

M. Hien Non

S. ROMBA Non

H. GNOUMOU Non

5 Avez-vous rencontré des difficultés techniques pour utiliser les ressources mises à votre disposition dans les cours en ligne du CEAL? (Oui, Plutôt oui, Plutôt non, Non). Si oui, avez-vous pu accéder à du soutien pour surmonter les défis? Si c'est le cas, comment?

F. FIDELE Plutôt non

I. KABORÉ Oui

A travers une formation sur l’utilisation de la plateforme assurée par le Dr KASSEM

C. YARANANGORE Plutôt oui

Au début, il était difficile de maitriser l’utilisation de la plateforme. Pour remédier à cela, nous

avons eu une séance de travail avec le coordonnateur du Master. Aussi il y avait quelque fois des

difficultés à comprendre le mécanisme des quizz avec un temps défini pour les réponses. Pour

résoudre ce problème, la gestionnaire de la plateforme Florie BRANGE nous a été d’une grande

aide. De même que les enseignants dont les matières étaient concernés.

Sinon de façon globale, à mon niveau je n’ai pas connu de grands problèmes techniques. Je peux

donc dire que c’était pour le mieux.

M. ZEBA Plutôt non

P. KABORÉ Non

P. WENCESLAS Non

Non . Pas du tout. Toutes les difficultés liées à la conduite des cours ont été portée s à l'intention de

l'administratrice Florie BANGRE je crois. Elle a aussitôt répondu à mes attentes

S. SARÉ Plutôt oui


Plutôt une désillusion. On s’attendait à avoir accès à toutes les ressources présentées, mais certains

titres n’étaient que des fiches de bibliothèques pour des consultations sur place. L’explication en a

été donnée par la gestionnaire de la plateforme, et on a bien compris ou plutôt "réalisé" que nous

étions à Ouagadougou, et pas à Bordeaux. Il fallait beaucoup plus pour les ressources non

numériques.


Yes, I had the help of the platform manager as well as the Master's coordinator at UO2 to overcome

a couple challenges.

H. NARÉ Oui

C'est relatif au téléchargement des audio des cours. Mais Madame Bangré a toujours su venir à

bout de

ce problème.

S. IBOUDO Oui

J’ai rencontré des difficultés pour accéder aux ressources mises à notre disposition. Finalement

grâce au tutoriel ressources de la Bibliothèque j’ai pu accéder aux ressources. Cependant, plusieurs

documents relatifs aux cours n’étaient pas bien fournis dans la bibliothèque.

I. AMADOU Oui

Je pu accéder à un soutien mais c’était un peu tard car les deux premiers cours étaient déjà fini. Au

fait au niveau de l’envoi des quiz je pensais que la procédure se termine au niveau de « terminer et

tout envoyer ».Donc tous les quiz que j’ai cochés non pas été envoyés parce qu’il faut aller jusqu’à

enregistrer et terminer. Cela ma beaucoup pénalisé je pense dans le cadre de cette formation.

J. MANA Oui

Non maitrise de la procédure au début du cours si fait que les premiers devoirs ont été traités sans

référence bibliographique. Un coup de fil à un camarade de classe a suffi a arranger la situation.

A. SEMDE Non

M. BOUKAR Oui

Grâce à Florie qui nous pose des questions pour mieux savoir c’est quoi le problème et nous le

résout aussitôt.

I. COMPAORE Oui

Nous avons rencontré des difficultés techniques à plusieurs reprises. Mais à chaque fois, cela a été

réglé dans les brefs délais. Il suffisait, comme convenu, que l’un d’entre nous envoie un mail au Pr

Thiriot et dans les heures qui suivent ou au plus tard le lendemain, le problème est résolu.

Néanmoins, là où j’ai vraiment eu du mal à me retrouver c’est au niveau de la bibliothèque virtuelle.

Nous n’avons pas reçu d’aide, d’explication conséquente sur comment chercher les ressources en

ligne. Chacun allait donc de ses expériences précédentes avec les autres plateformes en ligne et cela

n’était pas du tout aisé. Il y a des articles que je n’ai pas pu trouver, alors que je sais qu’ils sont bel

et bien parmi les ressources en ligne disponibles.

M. Hien Plutôt oui

Aucun soutien. Tous mes camarades que j’ai abordés parlaient des mêmes difficultés

S. ROMBA Oui

Néant



Sometimes. The challenges were always overcome by the intervention of the platform

administration, sometimes by the teacher who himself makes corrections

6 Avez-vous apprécié la présentation des contenus des enseignements (clarté, concision des informations,...)? (Oui, Plutôt oui, Plutôt non, Non)

F. FIDELE Plutôt oui

I. KABORÉ Oui

C. YARANANGORE Oui

M. ZEBA Plutôt oui

P. KABORÉ Oui

P. WENCESLAS Oui

S. SARÉ Oui

P. DABONGOU Oui

H. NARÉ Plutôt oui

S. IBOUDO Plutôt oui

I. AMADOU Oui

J. MANA Oui

A. SEMDE Plutôt oui

M. BOUKAR Oui

I. COMPAORE Oui

M. Hien Plutôt oui

S. ROMBA Oui

H. GNOUMOU Oui

7 Êtes-vous satisfait-e du suivi et de l’accompagnement de la part de vos enseignants dans les cours en ligne? (Oui, Plutôt oui, Plutôt non, Non)

F. FIDELE Plutôt non

I. KABORÉ Oui

C. YARANANGORE Oui

M. ZEBA Plutôt non

P. KABORÉ Plutôt oui

P. WENCESLAS Oui

S. SARÉ Oui

P. DABONGOU Oui

H. NARÉ Plutôt oui

S. IBOUDO Plutôt oui

I. AMADOU Oui

J. MANA Plutôt non

A. SEMDE Plutôt oui

M. BOUKAR Oui


I. COMPAORE Plutôt oui

M. Hien Oui

S. ROMBA Plutôt oui

H. GNOUMOU Plutôt oui

8 Le rythme des cours (3 semaines de cours + 1 semaine de délais supplémentaire) vous convient-il? (Oui, Plutôt oui, Plutôt non, Non)

F. FIDELE Oui

I. KABORÉ Non

C. YARANANGORE Plutôt non

M. ZEBA Plutôt oui

P. KABORÉ Plutôt oui

P. WENCESLAS Plutôt oui


P. DABONGOU Oui

H. NARÉ Plutôt non

S. IBOUDO Oui

I. AMADOU Non

J. MANA Non

A. SEMDE Plutôt non

M. BOUKAR Plutôt oui

I. COMPAORE Plutôt oui

M. Hien Plutôt non

S. ROMBA Plutôt oui

H. GNOUMOU Plutôt oui

9 Énumérez jusqu'à cinq points forts du programme.

F. FIDELE Les discussions au niveau du forum

La qualité des vidéos

La disponibilité des enseignants

Les ressources documentaires

Le mode d’évaluation

I. KABORÉ La simplicité (clarté) des cours ;

L’abondance des exercices surtout les quiz ;

La disponibilité des enseignants à répondre aux questions sur la plateforme ;

La possibilité aux étudiants de faire des analyses sur des sujets ;

La mise à disposition de documents électroniques pour permettre aux étudiants d’aller au-delà des

supports du cours.


C. YARANANGORE Bonne présentation visuelle de la plateforme et des cours.

Utilisation assez aisée de la plateforme (pas compliqué d’utiliser la plateforme).

Très bonne maitrise des cours par les enseignants qui sont à l’écoute et qui ont une approche

pédagogique appropriée et motivante.

Contenus des cours très actuels avec des informations pertinentes permettant de comprendre les

enjeux actuels des Afriques.

Des évaluations formatives à la hauteur de la formation et permettant d’approfondir les

connaissances sur les cours appris.

M. ZEBA Les articles identifiés et mis à la disposition des étudiants

La présentation vidéo des cours

L’adaptation personnelle des horaires

L’autoformation

Promptitude de réaction de certains enseignants

P. KABORÉ 1-La disponibilité des enseignants

2-L’efficacité des acteurs techniques surtout à répondre aux sollicitions des apprenants

3-La clarté des supports des programmes enseignés

4-La consistance des contenus enseignés

5-L’efficacité du support technique (logistique)

P. WENCESLAS Qualité des enseignements

La compétence des enseignants

L'organisation du programme / Bon enchaînement des cours

Les devoirs portent sur sujet de réflexion

Aucune complaisance dans les notations

S. SARÉ 1. Respect du calendrier des cours

2. Mise à disposition de ressources (articles) de la bibliothèque ou en supplément des cours pour «

aller plus loin » dans certaines matières.

3. Annotations et observations édifiantes en feed-back des évaluations

4. Prise en compte des crédits du CEAL pour le master

5. Pluridisciplinarité des thèmes étudiés


Course support (physical and video)


The availability of the instructors

The fulfillment of the course programming

The evaluations

The supplements materials for homework

H. NARÉ a) La présentation des contenus des cours

b) Les méthodes d'évaluation (QCM+ devoirs rédigés)

c) Les feedback

d) Les forums

e) Les messages personnels

S. IBOUDO Le choix des matières pour le programme. Les matières sont très riches et se complètent. Elles

répondent à mes attentes.

Les quiz qui permettent de vérifier et de renforcer la compréhension des cours

La programmation des devoirs assortie de délai. Elle contraint les étudiants é rester assidus ;

La disponibilité des cours en audio. Elle permet aux étudiants de vivre le cours. Cette méthode

fournit beaucoup d’explication et permet une meilleure assimilation du cours.

L’existence du forum du cours qui permet une interaction entre les étudiants et les enseignants.

La visibilité de l’évolution de l’étudiant. Elle permet à l’étudiant de fournir d’effort pour améliorer

son évaluation.

L’ajout des documents à lire pour les cours.

I. AMADOU 1 .La qualification des enseignants et chercheurs qui donnent cours.

2 .L’équipe technique et pédagogique était très prompte dans les réactions à temps.

3. Le respect du délai de la formation (bien que 4 semaines me semble insuffisantes).

4. Des cours très denses en termes des connaissances et qui résument toutes les dynamiques

africaines.

5. La coordination était super.

J. MANA Les vidéos associées aux diapos

L’accès à la bibliothèque numérique

La réaction rapide de certains enseignants à une sollicitation

Les pauses entre les sessions

Le respect du calendrier général établi

A. SEMDE Le fait que les enseignants nous fassent lire beaucoup d’articles contribue au renforcement des


aptitudes

La disponibilité des cours et en version audio et en version pdf imprimable permet à chacun de faire

un choix

La disponibilité de certains enseignants pour répondre rapidement aux préoccupations des

étudiants

M. BOUKAR La prise en compte des questions et inquiétudes des étudiants et cela immédiatement.

La qualité de la notation ; la qualité des documents fournis.

Le programme même, en tant que tel, est un point fort. Ce genre de programme n’est pas dispensé

dans les autres universités.

La disponibilité des cours, des documents est un autre point.

Les réponses des enseignants sont claires et précises.

Tous les enseignants sont expérimentés.

La bibliothèque est très riche.

I. COMPAORE Les 7 matières sont actuelles et permettent une bonne compréhension de l’histoire, du présent et

permettent de se projeter vers le futur des Afriques.

Précision et concision dans le contenu des cours

Disponibilité des ressources documentaires ou sont extraits les idées du cours pour approfondir la

réflexion

Possibilité de tester ses connaissances, avant le devoir, grâce aux quiz et exercices autocorrigés

Disponibilité de l’équipe d’encadrement en cas de problème rencontré sur la plateforme

M. Hien Grande utilité des vidéos des cours

Concision des enseignements

Précision et clarté du contenus

Apport d’une plus-value intellectuelle

Programme assez allégé

S. ROMBA Pertinence des thèmes traités

Informations actualisées

Adapté au contexte africain

Disponibilité des encadreurs

Documentation très riche


relevance of course content


mastery of the subject by teachers

platform performance

great effort of supervision by some teachers (C. Thiriot)

availability of online resources

10 Énumérez jusqu'à cinq éléments à améliorer.

F. FIDELE Augmenter la durée des évaluations

Intégrer une production individuelle à la fin (mini-mémoire)

Synthétiser davantage les contenus des modules

Intégrer davantage d’exemples concrets portant sur l’Afrique

Tenir compte des difficultés des étudiants à avoir accès à une connexion internet de qualité

I. KABORÉ Le temps accordé pour les évaluations comparé au problème de connexion à internet ;

La nature des évaluations (dans la plupart des cas on nous demande de traiter en très peu de mots,

maximum 1000. Cela ne nous permet de faire une analyse très poussée.)

C. YARANANGORE Trop d’évaluations et de quizz par contre en peu de temps dans certains cours.

Formation trop dense qui ne laisse pas de répit (enchainement des cours). Peut-être allonger le

temps de formation (?)

Impossibilité de télécharger les cours en format audio. Il faut les écouter directement sur la

plateforme. Ce qui rend la tâche difficile au regard des problèmes de connexion internet.

Les consignes de certaines évaluations manquent parfois de précision. Du coup on a du mal à savoir

ce qu’il faut faire exactement.

Les délais de dépôt de certains devoirs peuvent parfois manquer de précision (heure GMT non

précisée). On s’en tient qu’à l’heure de la France. Toute chose qui peut induire en erreur.

M. ZEBA La prise ne compte des consignes données lors de la correction des devoirs

P. KABORÉ 1-Améliorer la réactivité des enseignants dans le cadre de l’accompagnement

2-Revoir le temps relativement court du programme (cours et évaluation)

3-Contextualiser le plus possibles les textes d’études et d’évaluation (Afrique et Burkina Faso)

4-Augmenter le niveau d’intervention des enseignants de l’UO2 dans le programme

5-L’implication des quizz dans le programme et dans la notation doit être expliquée

P. WENCESLAS Les notes doivent être transmises dans un boss délai afin que l'apprenant se corrigé avant

d’entamer une autre échéance

Absence des cadres d’échanges interactifs avec les apprenant en début et fin de chaque cours

Temps bref accordé a l'examen de certification (3h)


Difficulté d'enregistrer les cours vidéo

Temps de la formation (3 mois) est très court ne permet pas de former des vrais élites

S. SARÉ 1. Les 3 cours de la deuxième vague : une semaine de plus pour cette vague spécifiquement serait

un avantage

2. Permettre la compensation entre les notes en ligne et celle de l’examen final : on n’est jamais à

l’abri d’une sécheresse ponctuelle d’inspiration, ce qui ne signifie pas que l’on soit incapable

d’exceller en d’autres circonstances.

3. Tenir compte de la diversité des profils académiques d’origine des étudiants. Sentiment d’un

apparent élitisme (ou haut niveau) du cours d’analyse économique des Afriques, pour des

apprenants pas forcément initiés aux fondamentaux de cette science.

4. Une session de rattrapage pour d’éventuels absents de contrainte majeure à l’examen terminal,

et de seconde chance pour ceux qui ne seraient pas reçus au premier.

5. Quel après-CEAL ? Quelle équivalence dans l’ordre des diplômes académiques ? Plus

d’informations sur ces questions serait davantage motivant.


The number of attempts for the quizzes

The length of the final exam

Allow makeup for grades of the evaluations and the final exam

H. NARÉ "a) Eviter, si possible, plus de deux cours par vague

b) Prévoir , pour l'examen de la certification, un examen blanc si possible (la méthode-sujet +textes-

est assez nouvelle pour nous) et surtout une session de rattrapage (telle est la structure des

évaluations ici)

c) Préciser le dernier délai réel de dépôt des travaux en cas d'un décalage horaire.

d) Être suffisamment précis dans les consignes et libellés des devoirs. Exemple en Economie

africaines, «Questionnaire Certificat d’Études Africaines en Ligne [2016-2018] vous rédigerez une

note structurée » sur tel sujet. Structurée ???

e) Remarque peut-être inutile, mais cette année sur les 23 étudiants de notre promotion, pas plus

de 5 étaient étudiants de profession et le reste des professionnels."

S. IBOUDO L’insuffisance des ressources accessibles.

Certains cours n’ont pas de version audio.

La correction tardive de certains devoirs. Les corrections avant les devoirs suivants permettront aux

étudiants de corriger les erreurs surtout méthodologiques afin de s’améliorer.

I. AMADOU Le temps est insuffisant à mon avis.

Les cours vidéo ne s’ouvrent pas parfois.

Beaucoup d’articles à lire dans la même semaine et dans trois cours parallèles.

Deux cours dans la semaine sont plus abordables que trois.


Il manque de session de rattrapage ?

J. MANA Le non respect des délais de correction

La réaction tardive de certains enseignants

Le manque de clarté dans les consignes de certains devoirs

La non existence d’une session de rattrapage pour le devoir transversal

La non combinaison des devoirs en ligne et du devoir sur table dans le calcul de la moyenne du CEAL

A. SEMDE Le temps mis par certains enseignants pour répondre aux questions des étudiants

Les corrections de certains devoirs ne sont pas intervenues à temps dans certains enseignements

pour permettre aux étudiants de voir leurs difficultés. Certains enseignants n’ont corrigé leurs

devoirs qu’après la fin de l’enseignement

Prévoir une session de rattrapage pour les étudiants qui n’ont pas pu valider la session normal

M. BOUKAR Au début c’était difficile pour moi d’ouvrir les cours de les lire et envoyer les devoirs. Je croyais que

les quiz n’étaient pas notés aussi. Au bout de 2 à 3 semaines, j’ai tout compris.

La qualité de la technique pour l’affichage est vidéo.

La correction rapide des copies dans certaines matières.

La délivrance rapide des certificats.

I. COMPAORE Ajouter sur la plateforme un bouton permettant aux étudiants de télécharger les cours audio et

vidéo

Inciter tous les enseignants à interagir avec les étudiants comme le font si bien d’autres

enseignants.

Concevoir un plan d’accès à la bibliothèque en ligne pour faciliter les recherches des étudiants.

Tenir compte des pays qui ont des difficultés d’accès à internet comme le Burkina en réduisant au

maximum la taille des ressources mise en ligne.

Garder le principe de l’examen final oral pour tous les étudiants dont ceux du Burkina.

M. Hien La programmation des cours : la densité ne permet pas aux professionnels de donner le meilleur

d’eux-mêmes (4 semaines + 1)

L’accès aux ressources en ligne

Alléger le format pour rendre plus facile à télécharger en raison de la mauvaise connectivité

internet persistante

Le temps d’attente des résultats est extrêmement long et pénible

S. ROMBA Prévoir des évaluations de rattrapage

Classer les ressources par cours

Limiter vidéo, les connexions sont médiocres et ne permettent pas de les lire convenablement



duration of training is a little short

very intense course rhythms because of numerous readings to do

review the time taken by teachers to respond to questions on the forum (some teachers took a long

time to respond)

11 Les nouvelles connaissances et compétences que vous avez développées en suivant les cours en ligne influenceront-elles vos actions professionnelles ou vos décisions futures? (Oui, Plutôt oui, Plutôt non, Non)

F. FIDELE Oui

I. KABORÉ Oui

C. YARANANGORE Oui

M. ZEBA Oui

P. KABORÉ Oui

P. WENCESLAS Oui


P. DABONGOU Oui

H. NARÉ Oui

S. IBOUDO Oui

I. AMADOU Oui

J. MANA Oui

A. SEMDE Oui

M. BOUKAR Oui

I. COMPAORE Oui

M. Hien Plutôt oui

S. ROMBA Oui

H. GNOUMOU Oui

12 Recommanderiez-vous le Certificat d’Études Africaine en Ligne à quelqu'un d'autre? (Oui, Plutôt oui, Plutôt non, Non)

F. FIDELE Oui

I. KABORÉ Oui

C. YARANANGORE Oui

M. ZEBA Oui

P. KABORÉ Oui

P. WENCESLAS Oui

S. SARÉ Oui

P. DABONGOU Oui

H. NARÉ Oui

S. IBOUDO Oui

I. AMADOU Oui

J. MANA Oui


A. SEMDE Oui

M. BOUKAR Oui

I. COMPAORE Oui

M. Hien Plutôt oui

S. ROMBA Oui

H. GNOUMOU Oui


ANNEX 7 : Inventory of Practices and Actors

Institution Language(s) Online Program(s) Program's Profile Pedagogy

African Virtual

University

French

English

Portuguese

An Overview of Peace

Management and

Conflict Resolution

- CERTIFICATE:

Overview of peace and

conflict studies

- Last class was in 2016

- Offered as a MOOC

- 4 weeks

- Done in modules

- Completely virtual

Agence Universitaire

de le Francophone

French REAMOOC - Project to create

MOOCs (in Africa, by

Africans, for Africans)

- Project to create a

network of info sharing

MOOC

French MIH (Mauritius

Institute of Health) - Distance learning for

health professionals in

Mauritius

-

French CAMES - Academic competition

for legal, political,

economic, and

management sciences

(Masters level) to

improve training to

research in those fields

- Not a degree or

online

-

PAID - West Africa

(PAID-WA)

French

English Master's in

Development Studies - 2 years

- Meant to train peace

and conflict experts

- Focused on African

development

- Interactive,

participatory learning

- Lectures,

presentations,

discussions, tutorials,

and simulations

- Field trips to experts

- Presentations to

improve public

speaking and advocacy

skills

- Offers a career

connection

L'institut panafricain

pour le

développement

Afrique centrale

French - Professional Master in

Social and Solidarity

Economy (ESS)

- Professional Master in

Development

Programming and

- Using a

learner-centered

method, our e-learning

program is specifically

adapted to the user

and allows the user to

fully follow his or her

- Learner-centered

- Self-directed

(possibility of grouping)


http://www.avu.org/avuweb/en/

http://www.avu.org/avuweb/en/

https://moocs.avu.org/learn/an-overview-of-peace-management-and-conflict-resolution-2016



https://www.auf.org/

https://www.auf.org/

http://reamooc.org/

https://www.auf.org/nouvelles/actualites/lancement-de-formation-medicale-continue-a-distance-focad-sante-mauritius-institute-of-health-mih/

https://www.auf.org/nouvelles/actualites/lancement-de-formation-medicale-continue-a-distance-focad-sante-mauritius-institute-of-health-mih/

https://www.auf.org/nos-actions/toutes-nos-actions/horizons-francophones-formation-preparation-aux-concours-dagregation-cames-en-sciences-juridiques-politiques-economiques-et-de-gestion/

http://www.paidafrica.org/paidwa/

http://www.paidafrica.org/paidwa/

http://www.paidafrica.org/paidwa/index.php/e-learning/online-programmes/12-academics/42-peace-conflict-studies-and-international-relations-ma

http://www.paidafrica.org/paidwa/index.php/e-learning/online-programmes/12-academics/42-peace-conflict-studies-and-international-relations-ma

http://www.paidafrica.org/ipd-ac/




Regional Integration

(PDIR)

- Professional License

in Development

Programming and

Regional Integration

(PDIR)

course through the

Internet with the

possibility of grouping

together.

L’Institut Panafricain

pour le

Développement région

Afrique de l’Ouest -

Sahel (IPD/AOS)

French None n/a An ad hoc Training

Session can be

organized on a

requested date, for at

least 05 (Five) trainees,

on the same module.

Organisation

internationale de la

francophonie

French Initiative francophone

pour la formation à

distance des maîtres

(IFADEM)

- Training courses on

the design,

management and

implementation of

distance learning

systems integrating

Information and

Communication

Technologies for

Education (ICT) for

administrative,

technical and

vocational staff.

educational

departments, in charge

of continuing

education

- Capacity development

of the institutions and

staff in charge of

continuing education

as well as teachers of

basic education

- Teaching aids for

teachers(training

booklets, dictionary,

grammar)

- Setting up digital

spaces for the training

of ICT teachers in initial

training institutions

and by deploying

mobile devices (tablets,

for example)

Commonwealth of

Learning

English? Virtual University for

Small States of the

Commonwealth

- A network of small

countries committed to

the collaborative

- OER, adpatable, but

not prescriptive


http://www.ipd-aos.org/index.php/institut/presentation/ipd





https://www.francophonie.org/?



https://ifadem.org/fr




https://www.col.org/

https://www.col.org/

https://vussc.info/

https://vussc.info/

https://vussc.info/

(VUSSC) development of free

content resources for

use in an educational

context

- Not a tertiary

institution. A

mechanism for small

countries to

collaboratively

develop, adapt and

share courses and

learning materials

- Uses the

Transnational

Qualifications

Framework (TQF) for a

type of accredidation

- Materials are free to

use (download, access

through Moodle)

- Courses can be

adapted to specific

purposes

- No courses on poli-sci

or history, let alone on

Africa

- Courses are really

geared toward

practical jobs (i.e.

tourism, tech, etc)

- Since the VUSSC is not

an accrediting or

awarding body, the

institutions that offer

the courses must

accredit them locally

- a la carte

The Open University

English

French

German

Spanish

- BA (Honours) History and Politics

- Euro-central viewpoint

- Western institutions

- Global IR

- BA (Honours) International Studies

- Euro viewpoint

- General global

- Diploma of Higher Education in History and

Politics

- Euro-central viewpoint

- Online

- Tutor support

- Assessments and

exam


https://vussc.info/

http://www.open.ac.uk/

- Western institutions

- Postgraduate Certificate in Conflict and

Development

- Multidisciplinary approach to development

- What historical legacies shape the present?

- What social, economic and political relations

shape development?

- What processes of power and public action

influence the making of development policy and

its implementation?

- But I´m not sure from what

perspective/emphasis

Global Development

Learning Network

(GDLN)

English

French

Spanish

Sciences Po

French none Of their physical

courses: content

sources are in next

column

Sciences Po Executive

Education

French NOT ONLINE

- Custom programmes:

tailored to meet the

specific needs of

organization

- LeAD Campus: help

African executives

LeAD Campus is an

ambitious certifying

training programme

designed for African

leaders from the

private, public, and

non-profit sectors to

support the needs

identified on the

African continent

- 6 months

A consortium

comprised of Sciences

Po, the ISM in Dakar,

the GSDPP at UCT and

the CEFEB

Participants attend

classes across Cape

Town, South Africa;

Dakar, Senegal and

Paris, France over the

course of the

programme

15 days of on-site

training and remote

training (e-learning,

distant mentorship,

development of the

individual executive

project

University of Cape

Town Graduate School

of Development Policy

and Practice

English? None Their content, strategic

objectives, and values

closely align with LAM


http://gdln.org/about



http://www.sciencespo.fr/international/en/homepage

https://www.sciencespo.fr/executive-education/en/exed-mag/educational-partnership-between-france-and-africa

https://www.sciencespo.fr/executive-education/en/exed-mag/educational-partnership-between-france-and-africa

http://www.gsdpp.uct.ac.za/gsdpp/courses




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