Tuning-Harmonisation, Séminaire stratégique conjoint ...

Tuning-Harmonisation, Séminaire stratégique conjoint

Afrique-Europe

Troixième rencontre générale

Du 20 au 22 novembre 2012 , Bruxelles

CONTENU

1. Programme 2

2. Structure organisationnelle 7

3.1 Comité de gestion 7 3.2 Liste des participants 10

3. Programme des réunions 19

4. Aspects practiques du project 20 4.1 Formulaire de remboursement 21

DOCUMENT DE TRAVAIL

A. Rapport Sciences Agricoles 23 Meta profil Sciences Agricoles 3 2 Quelques exemples des rapports des Institutions de s Sciences Agricoles 37

B. Rapport de l’Ingénierie Civile 55 Meta profil de l’Ingénierie Civile 60

Quelques exemples des rapports des Institutions d’ Ingénierie Civile 62 C. Rapport de l’Ingénierie Mécanique 72

Meta profil de l’Ingénierie Mécanique 84 Quelques exemples des rapports des Institutions d’ Ingénierie Mécanique 87

D. Rapport de la Médicine 93

Meta profil en Médicine 100 Quelques exemples des rapports des Institutions de Médicine 101

E. Rapport de Formation des Enseignants 113

Meta profil en Formation des Enseignants 113 Quelques exemples des rapports des Insti tutions en Formation des Enseignants 114

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1. Programme

Séminaire stratégique conjoint Afrique-Europe Programme de la Troisième rencontre générale

Du 22 au 22 Novembre 2012 Bruxelles, Belgique

Lundi 19 Novembre 2012 Arrivée des participants du Projet Tuning Africa Réunion du comité de gestion (de 17.00 à 20.00) , NH Hôtel du Grand Sablon 20.30 Diner à NH Hôtel du Grand Sablon

Mardi 20 Novembre 2012 Lieu: NH Hôtel du Grand Sablon Rue Bodenbroek 2/4 Tél.: +32 2 518 11 00 Bruxelles Belgique Site Web: http://www.nh-hotels.com/NH-duGrandSablon Session de la journée Réunions SAG : sessions parallèles 9.30 -10.30 Examen des résultats de rapports des institutions : Harmoniser, aplanir la

différence entre le Meta-Profile et la réalité. Réflexion générale sur les principales coïncidences et différences entre les partenaires en relation avec the Meta - profil.

10.30 – 11.00 Pause café 11.00 – 12.30 Amendement du Meta - profil.

Définition de la procédure de validation du Meta – profile avec des acteurs clés au niveau du sujet.

12.30 - 14.00 Déjeuner

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Session d’après-midi Lieu : Hôtel Bedford Brussels Rue du Midi 135-137 Tél.: +32 2 507 00 00 Bruxelles Belgique Site Web: http://www.hotelbedford.be Réunions SAG : sessions parallèles avec les représe ntants de Tuning Amérique Latine, Tuning

Russie et Tuning Europe Toutes les sessions se tiendront en Anglais 14.00 – 16.00 Brève présentation des membres de chaque groupe de travail.

Présentation de différents Meta - profils dans chaque région 16.00 – 16.30 Pause café 16.30 – 18.30 Analyse comparative des Meta – profils. Identification des coïncidences et des

différences avec le Meta - profil (agrée dans chaque projet régional/national ) Discussion pour concevoir le brouillon du Méta-profil interrégional. Proposition des synergies sur les activités à venir.

Mercredi 21 Novembre 2012 Lieu: The Egg Rue Bara 175, 1070 Bruxelles Belgique Site Web: http://www.eggbrussels.eu/

Tuning dans le Monde Les profils du nouveau diplôme pour les nouvelles s ociétés

Conférence Internationale

Traduction disponible en Anglais, Français, Espagno le, Portugais et Russe Session de la journée Le transport par bus sera organisé de l’hôtel au li eu où se tiendra la conférence le 21 Novembre dans la matinée. Le premier départ de l’hôtel est p révu à 08h15 et le dernier départ à 08h35.

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Session plénière 9.00 – 09.30 Enregistrement 9.30 – 9.40 Mot de Bienvenue et présentation du programme 9.40 – 10.00 Mot d’ouverture par Mr. Jan Truszczynski, Directeur Général, DG Culture et

Education 10.00 - 10.45 Tuning dans le monde:

� Une brève description du développement dans les différentes régions. � L’usage des Profils et Meta Profiles dans les programmes des diplômes. Julia Gonzalez, Université de Deusto et Robert Wagenaar, Université de

Groningen Co-Coordinateurs de Tuning 10.45 - 11.15 Pause café 11.15 – 13.00 Table ronde “ Les points de Référence Tuning et le Meta Profils à travers le

monde” Modératrice : Maria Sticchi Damiani, Coordinatrice du groupe Italien des Experts de Bologne � Education – Matete Madiba - Student Affairs, Université de Pretoria (Tuning

Africa et Harmonisation) � Architecture – Samuel Velez Ricardo - Directeur de Master Plan, Université

Pontificia Bolivariana (Tuning Amerique Latine) � Histoire – Daniel McInerney, Professeur Associé Dept. Head, Université Utah

State (Tuning Etats Unis d’Amérique) � Engénièrie – Charles Awono Onana, Directeur de l’Ecole Nationale

Supérieure Polytechnique, Université de Yaoundé I (Tuning- Cadre conceptuel)

� Langages – Vera Zabotkina( Vice-Recteurr des projets Internationaux ), Russian State University for the Humanities (Tuning Russie)

� Médicine – Allan Cumming, Doyen des Etudiants au Collège de Médicine & Médicine vétérinaire , Université de Edinburgh (Tuning Europe)

13.00 - 14.00 Déjeuner Après-midi 14.00 - 14.30 Les travaux d’Etudiant comme élément central de qualité dans les Profils du

Programme: le CLAR en Amérique Latine par Sergio Kieling Franco (Président de la Commission Nationale d’Evaluation de l’Enseignement Supérieur au Brésil (CONAES)

14.30 – 15.00 Tuning en pratique: la mise en application du profil diplôme. Un cas d’étude de

Tuning Russie par Igor Kotlobovsky, Vice-recteur, Faculté d’Economie Lomonosov , Université d’Etat de Moscou et Irina Teleshova, Vice-Doyen, Faculté d’Economie Lomonosov, Université d’Etat de Moscou.

15.00 – 15.15 Sortie officielle du Journal Tuning

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Paul Ryan, Editeur, Professeur Emérite de Géologie, NUI, Galway et Damtew Teferra, Directeur Fondateur, Réseau International de l’Enseignement Supérieur en Afrique, Université de Kwazulu-Natal, Afrique du Sud.

15.15 - 17.00 Table ronde “Liens entre Tuning et politique nationale, sous-régionale et

régionale” Modérateur: J. Curell Gotor, Directeur, DG Culture et Education

• Beatrice Njenga – Direction des Sciences des Ressources Humaines et Technologie , Chef de Division de l’Education, Commission de l’Union Africaine.

• Francisco Alarcón Secrétaire - Général Académique et Directeur du Conseil Central d’Universités Américaines (CSUCA)

• Olga Oleynikova - Directeurr du bureau Tempus, Fédération de Russie, Présidente Elie de l’Education Vocationnelle Internationale et Association de Formation

• Luigi Donà dalle Rose – Consultant du Recteur, programme de la mobilité européenne, Université de Padova, Italie, Membre du Comité de Gestion Tuning

• Tim Birtwistle - Consultant Européen, Fondation Lumina, USA • Susumu Yamauchi - Président, Université de Hitotsubashi, Japon

17.00 Clôture de la Conférence

Commissaire Androulla Vassiliou, Commissaire Européen à l’Education, la Culture, le Multilinguisme et la jeunesse

Jeudi 22 Novembre 2012 Lieu: NH Hôtel du Grand Sablon Rue Bodenbroek 2/4 Tél.: +32 2 518 11 00 Bruxelles Belgique Site Web: http://www.nh-hotels.com/NH-duGrandSablon Session de la journée Réunions SAG : sessions parallèles 9.00 – 10.30 Elaboration du premier brouillon du rapport final de sujet de discipline.

• Introduction • Commentaires sur le contexte des réformes du curriculum & modernisation • Définition des compétences génériques- Une perspective thématique • Identification des compétences spécifiques • Consultation et réflexions • Elaboration de Meta-Profils • Révision et contraste de meta profils au niveau régional

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• Contraste de Meta-profil et les résultats obtenus dans d’autres régions • Du profil à la conception du curriculum et application • Conclusions et recommandations

10.30 - 11.00 Pause café 11.00 – 13.00 Taches à faire avant la quatrième Rencontre Générale.

Distribution des taches pour les prochains mois. Clôture de la rencontre.

13.00 Déjeuner

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2. Structure organisationnelle

L’organisation de la structure du projet est la sui vante : • Comité de gestion • 5 groupes de travail

2.1 Comité de gestion La responsabilité du comité de gestion est de gérer les taches spécifiques exigées par le projet. La gestion se fait par une coordination générale du projet, les 5 coordinateurs des sujets de disciplines et des représentants régionaux. Ensuite, dans le comité de gestion il existe un staff technique qui prend en charge la gestion de certains aspects pratiques pour faire avancer le projet et le responsable d’administration et de gestion financière impliqués pour atteindre les objectifs du projet. Le gestionnaire est assisté par un IT professionnel, chargé de mettre en ligne les questionnaires rempli, maintenant une débat virtuel fora, l’administration du portail, et la gestion de toute la technologie nécessaire pour le développement du projet.

Comité de gestion Espagne Julia María GONZALEZ FERRERAS Co-coordinatrice du projet Tuning Universidad de Deusto E-mail: [email protected] Pays Bas Robert WAGENAAR Co-coordinateur du Projet Tuning University of Groningen E-mail: [email protected] Algérie Mahmoud BENALI ABDELLAH E-mail: [email protected] Cameroun Charles AWONO ONANA E-mail: [email protected]

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Ethiopie Damtew TEFERRA E-mail: [email protected] Ethiopie Haddis Rebbi TEKLEMARIAM E-mail: [email protected] France Béatrice DELPOUVE E-mail: [email protected] Allemagne Karola Katherine HAHN E-mail: [email protected] Allemagne Margarete SCHERMUTZKI E-mail: [email protected] Nigeria Rotimi JOSHUA OGIDAN E-mail: [email protected] Nigeria Olusola Bandele OYEWOLE E-mail: [email protected] Afrique du Sud Matete MADIBA E-mail: [email protected] Pays Bas Hanneke VAN BRUGGEN

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E-mail: [email protected] Royaume - Uni Arlene GILPIN E-mail: [email protected] Royaume - Uni John REILLY E-mail: [email protected] African Union Commission Beatrice Khamati NJENGA, Head of Education Division E-mail: [email protected] Association of African Universities Ehóuan Etienne EHILE, Secretary General E-mail: [email protected] Pascal Andoh HOBA, Director of Knowledge Management, Information and Communication E-mail: [email protected]

EQUIPE TECHNIQUE

Pablo BENEITONE Gestionnaire du Projet Universidad de Deusto Spain E-mail: [email protected] María ORTIZ-CORONADO LÓPEZ Assistante du Projet Universidad de Deusto Spain E-mail: [email protected]

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Bruno KAIMWA MANENO Assistant du projet Universidad de Deusto Spain E-mail: [email protected] 3.2 Liste des Participants par Sujet de disciplines Actuellement, 60 academiques provenant de 50 universités Africaines sont entrain de participer dans 5 groupes de travail organise en différentes disciplines ( Sciences agricoles, Ingénierie de construction , Ingénierie civil, Médecine et formation des enseignants ). Les universités sélectionnées sont des centres nationaux d’excellence dans les disciplines où elles se sont présentées et ont démontré une habilité d’engager un dialogue avec d’autres institutions qui travaillent dans le même domaine de connaissance. Elles ont une présence significative dans le système (taille de l’institution, sentier record, crédibilité et autorité académique) sachant qu’une partie considérable du système est représenté par leur participation.

SCIENCES AGRONOMIQUES

Benin Guillaume Lucien AMADJI University of Abomey-Calavi E-mail: [email protected] Burundi Jean NDIMUBANDI Université du Burundi E-mail: [email protected] Cameroun Christopher Mubeteneh TANKOU Université de Dschang E-mail: [email protected] Ghana Samuel KWAME OFFEI University of Ghana E-mail: [email protected] Cote d'Ivoire

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Taky Hortense ATTA EPSE DIALLO Université d'Abobo-Adjamé E-mail: [email protected] Kenya Alexander KIGUNZU KAHI Egerton University E-mail: [email protected] Madagascar Jean Roger Emile RASOARAHONA - Randrianary Jean Baptiste RAMAROSON Universite d'Antananarivo E-mail:[email protected], [email protected] ---- [email protected] Iles Maurice Kamleshwar BOODHOO University of Mauritius, Faculty of Agriculture E-mail: [email protected] Maroc Ahmed ELAMRANI Université Mohammed Premier E-mail: [email protected] [email protected] Nigeria Yemi AKEGBEJO-SAMSONS University of Agriculture E-mail: [email protected] Nigeria Olubunmi Abayomi OMOTESHO University Of Ilorin E-mail: [email protected] Sénégal

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Mariama SENE Université Gaston Berger E-mail: [email protected] Afrique du Sud Puffy SOUNDY Tshwane University of Technology E-mail: [email protected] INGENIERIE DE CONSTRUCTION Algérie Mohand HAMIZI Université Mouloud Mammeri de Tizi Ouzou E-mail: [email protected] Botswana OAGILE KANYETO University of Botswana E-mail: [email protected] Cameroon Robert NZENGWA Univrsitè de Douala E-mail : [email protected] République Démocratique du Congo Lutimba Hubert MAKENGO Universitè de Kinshasa E-mail: [email protected] Kenya Stanley MUSE SHITOTE Moi University E-mail: [email protected]

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Nigeria KABIRU BALA Ahmadu Bello University E-mail: [email protected] [email protected] Afrique du Sud Karin JANSEN VAN RENSBURG University of Pretoria E-mail: [email protected] Sud Soudan James Janthana Bango TUKARI Juba University E-mail: [email protected] Tanzania Ignas Aloys RUBARATUKA University of Dar Es Salaam E-mail: [email protected] INGENIERIE MECANIQUE Cameroun Danwe RAIDANDI Université de Yaounde I E-mail: [email protected] République Centre Africaine Martin PANOU Université de Bangui E-mail: [email protected] République Démocratique du Congo Léonard KABEYA MUKEBA YAKASHAM Institut Supérieur De Techniques Appliquées Kinshasa/Rd Congo En Afrique Centrale E-mail: [email protected]

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Egypte Mohamed Mohamed MEGAHED ELNENI Cairo University E-mail: [email protected] Ethiopie Venkata RAMAYYA ANCHA Jimma University E-mail: [email protected] [email protected] Ghana SamueL MENSAH SACKEY Kwame Nkirumah University of Science and Technology E-mail: [email protected] Malawi MOSES Phenias Mngwapa CHINYAMA University of Malawi - the Polytechnic E-mail: [email protected] Rwanda Venant KAYIBANDA Kigali Institute of Science and Technology E-mail: [email protected] , [email protected] Tunisie Taoufik NASRI Ecole Nationale d’Ingénieurs de Tunis E-mail: [email protected] Afrique du Sud Nawaz Mohamed MAHOMED Cape Peninsula University of Technology E-mail: [email protected]

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Afrique du Sud Andre Eugene MULLER Stellenbosch University E-mail: [email protected] Zambie Shadreck CHAMA Copperbelt University E-mail: [email protected] MEDICINE Algérie Moussa ARRADA Universite d'Alger 1 E-mail: [email protected] Congo Jean Rosaire IBARA Université Marien Ngouabi E-mail: [email protected] Egypte Ahmed Magdy Ibrahim A. EL GOHARY Suez Canal University E-mail: [email protected] Ethiopie Eprem Tekle LEMANGO - Loko Abraham BONGASSIE Mekelle University E-mail: [email protected] , [email protected] Kenya Charles ODERO OMWANDHO University of Nairobi E-mail: [email protected]

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Maroc ALAOUI YAZIDI ABDELHAQ Faculté de Médecine et de Pharmacie de Marrakech, Université Cadi Ayyad E-mail: [email protected] Nigeria Olusegun O. AKINYINKA University of Ibadan E-mail: [email protected] Sénégal Abdourahmane DIA --- Alain Khassim Jacques N'DOYE Universite Cheikh Anta Diop de Dakar E-mail: [email protected] , [email protected] Afrique du Sud Jennifer Elizabeth RAMESAR University of Cape Town E-mail: [email protected] Tunisia Ali CHEDLI Faculty of Medicine of Monastir E-mail: [email protected] FORMATION DES ENSEIGNANTS Cameroun Pauline Lyonga LYONGA University of Buea E-mail: [email protected] Egypte Hani Abdelsattar Mohamed FARAG Alexandria University E-mail: [email protected]

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Ethiopie Birhane Sime GERESSU Adama Science and Technology University E-mail:[email protected] Gabon Théophile MAGANGA Université Omar Bongo E-mail:[email protected] Kenya GATHOGO MUKURIA Kenyatta University E-mail:[email protected] Mozambique Eugenia Flora Rosa COSSA University Eduardo Mondlane E-mail:[email protected] Namibie Charmaine BENITA VILLET University of Namibia E-mail: [email protected] Nigeria Emmanuel CHUKWUGOZIE OSINEM University of Nigeria, Nsukka E-mail: [email protected] [email protected] Nigeria Babatunde Joseph IPAYE National Open University of Nigeria E-mail: [email protected]

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Somalie Mohamed HASSAN NOOR Mogadishu University E-mail: [email protected] [email protected] Afrique du Sud Zubeida Khatoom DESAI University of the Western Cape E-mail: [email protected] Tanzanie Honoratha Michael KISENGE MUSHI The Open University of Tanzania E-mail: [email protected] [email protected] Uganda Mugagga Anthony MUWAGGA Makerere University, College of Education and External Studies School of Education E-mail: [email protected] Zimbabwe Rosemary MOYANA University of Zimbabwe E-mail: [email protected]

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3. Programme des réunions

RENCONTRES

DATE

Première rencontre générale à Yaoundé - Cameroun

23/01/2012 au

25/01/2012

Deuxième rencontre générale à Cape Town – Afrique du Sud

15/05/2012 au

17/05/2012

Troisième rencontre générale à Bruxelles – Belgique (Rencontre mixte avec d’autres Tuning national des projets régionales)

20/11l 2012 au 22/11/2012

Quatrième rencontre générale et clôture en Caire, Egypte

23/01/2013 au 25/01/2013

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4. Aspects pratiques du projet La stratégie commune séminaire projet Tuning Afrique-UE va assumer tout le cout du voyage à partir de la ville de départ jusqu’à la ville où va se tenir la rencontre. La manière la plus simple de procéder est que les participants achètent eux-mêmes leurs billets et une fois le voyage réalisé, ils vont envoyer la copie originale du billet et la carte d’embarquement aussi bien que le formulaire de remboursement mis en annexe, au gestionnaire du projet, qui va par ce fait transférer le montant exigé au compte bancaire indiqué sur le formulaire de remboursement. Il faut prendre en compte le fait que le billet doit être dans la classe économique et que le projet a un niveau maximum pour leurs couts. Pour ce qui est des vols internationaux (Afrique-Europe), le maximum accepté est de 1400 euros ( mille quatre cents euros ). Pour ce qui est des vols à l’intérieur de l’Afrique, le prix maximum accepté est de 700 euros ( sept cents euros ). Pour les vols à l’intérieur de l’Europe, le maximum est de 500 ( cinq cents euros ). Pour cette rencontre, il est suggéré que ce qui gère le projet puissent se charger de l’achat des billets. Dans ce cas, ce qui choisissent cette option doivent seulement envoyer la carte d’embarquement de tous les vols une fois le voyage effectué . L’adresse à laquelle ce type des preuves doivent être envoyées est l’université de Deusto, son adresse est mentionnée sur le formulaire de remboursement. Pour ce qui est du logement et des repas, ils sont également couverts par le projet. Les hotels seront réservés et payés directement par les gestionnaires du projet. Les participants connaîtront le lieux de résidence à l’avance et des informations pratiques leur seront transmises en temps utile. L’enregistrement pour chaque réunion se fera en ligne (internet) quelques jours avant la réunion et l’application restera ouverte quelques heures avant le début de la réunion. De l’argent sera donné au cours de la réunion pour couvrir des frais annexes tels que le taxi, les taxes d’aéroport. Toutes les rencontres du projet reprendront ce format général et dureront en principe trois jours de travail. A chaque rencontre générale, les participants auront des taches à faire et des documents de discussion leurs seront remis. Chaque document sera identifié par le nom ou le chiffre du groupe. Les documents considérés comme version définitive sera imprimé sur du papier blanc, et vont montrer les résultants du projet. Problèmes en discussion, brouillon et ceux attendant être approuvé, seront imprimés sur papier orange.

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4.1. Résumé de la stratégie commune, séminaire Tuni ng Afrique-UE Formulaire de remboursement

Données bancaires Numéro de compte bancaire Code IBAN Nom de la banque Adresse de la banque Code Postal Ville Pays Nom du propriétaire du compte Adresse du propriétaire du compte

Code postal Ville Pays Institution (à laquelle vous appartenez)

Non de l’institution Adresse de l’Institution Téléphone Fax Voyage Moyen de transport principal utilisé

Lieu de départ Lieu d’arrivée Date Prix payé*

Train/Bateau Aller Retour Avion (& classe)**

Aller

Retour TOTAL: * veuillez s’il vous plait mentionner la devise à laquelle le billet a été payé. ** Seuls les billets APEX seront remboursés. Je déclare que ce formulaire a été rempli sur base de la vérité et aucune autre demande de remboursement sera introduite à une autre organisation ou institution. DATE SIGNATURE

(jour/mois/année) pour le document de remboursement ---------------------------------------------------------------------------------------------------------------------

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Merci de remplir ce formulaire de préférence par or dinateur si c’est possible et envoyez-le avec le billet original par courrier postal à : Pablo Beneitone Tuning Academy Universidad de Deusto Avda. de las Universidades 24 48007 Bilbao ESPAÑA ----------------------------------------------------------------------------------------------------------------- Activité

Troisième rencontre générale

Lieu et date d’activité

Bruxelles – Belgique, 20 - 22 Novembre 2012

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WORKING PAPERS A. REPORT OF AGRICULTURE SCIENCES 1. Definition of generic competences – A thematic p erspective

GENERIC COMPETENCE 1. Ability for conceptual thinking, analysis and synthesis 2. Professionalism, ethical values and commitment to UBUNTU (respect for the wellbeing and dignity of fellow human beings) 3. Capacity for critical evaluation and self-awareness 4. Ability to translate knowledge into practice 5. Objective decision making and practical cost effective problem solving 6. Capacity to use innovative and appropriate technologies 7. Ability to communicate effectively in official/ national and local language 8. Ability to learn to learn and capacity for lifelong learning 9. Flexibility, adaptability and ability to anticipate and respond to new situations

10. Ability for creative and innovative thinking 11. Leadership, management and team work skills 12. Communication and interpersonal skills 13. Environmental and economic consciousness 14. Ability to work in an intra and intercultural and/or international context 15. Ability to work independently 16. Ability to evaluate, review and enhance quality 17. Self-confidence, entrepreneurial spirit and skills 18. Commitment to preserve and to add value to the African identity and cultural heritage

2. Identification of specific competences

1. Have the Knowledge and understanding of Agricultural production, and basic sciences 2. Should be able to identify problems and apply knowledge to solving day to day agricultural

challenges. 3. Ability to evaluate and manage agricultural projects, as well as carry out financial appraisals 4. Should possess entrepreneurial and creative skills 5. Should be able to design, plan and implement agricultural research. 6. Should be able to do business in any part of the world 7. Ability to understand, and adapt to new and emerging technologies in Agriculture, including

ICT. 8. Ability to implement sustainable practices and technologies for the management of natural

resources. 9. Have ability for independent thinking and be able to work with minimal supervision in the area

of agriculture 10. Ability to adapt and transfer technology, as well as be able to create new technologies. 11. Ability to know, advice and implement agricultural policies, and regulations 12. To make sustainable use of water and other natural resources for agricultural use. 13. Ability to understand and work within the organization, business and community management

of the rural sector. 14. Ability to identify pests, pathogens, and weeds associated with crops, animals and their

products. 15. Ability to improve quality and safety along the agricultural value chains. 16. Ability to select and manage machinery , implements and equipment for agricultural use in

different farming systems

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3. Consultation and reflection 3.1. Comparison of Academics, Graduates, Students a nd Employers 3.1.1 Observation of the results generic/subject re lated competences – all groups –

Importance/Achievement/Rankings Questionnaires were sent out to the four groups. 1021 responses were received: 253 from

graduates, 258 from academics, 314 from students, 196 from employers.

Overall comments: • The correlation between academics and employers was stronger (generic

competences: importance 0,8982449; achievement 0,8529906, ranking 0,88976372; subject specific: importance 0,92867617, achievement 0,91718419, ranking 0,93975621) while the weakest correlation was between students and academics/employers (generic competences: importance 0,71026404, achievement 0,53145745, ranking 0,75119936; subject specific: importance 0,57804658, achievement 0,7916556, ranking 0,88186213)

• The difference between importance and achievement is very big • The agreement between the rating and the ranking of the groups is very high The Agriculture science group considered:

• The overall results to be in line with the expectations. • The high correlation between academics and employers in all aspects lies in very

close cooperation and interaction. E.G. Agriculture science students do work placements and write final theses with employers in the field of agriculture.

• The reasons for the differences between academics and graduates: - No selection of agriculture science students - Different expectations (students are still in education and therefore would not have a full knowledge of their need competences)

• The reason for the big differences between graduates and employers lies in the different workplaces. Graduates of agriculture science very often don’t find jobs in the field of agriculture. They work in banks, for the government etc. while the questionnaires were only sent to employers in the field of agriculture.

• The most striking features of the difference of the results comparing achievement with importance were the big gap between them. Academics considered the gap as realistic. The reasons from the academic site were the entrance level of agriculture science students (academics cannot select students, many agriculture students choose the subject because there are no entrance requirements), the high number of students and the available facilities. Academics wish that they could have done more for their students and graduates and therefore eliminate gaps between their rankings of importance and achievement.

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3.1.2 Observation of the results generic competenc es

acad empl stud grad

import achiev gap import achiev gap import achiev gap import achiev gap

inno thinking 3,58 2,45 1,13 3,67 2,51 1,16 3,49 2,67 0,82 3,54 2,62 0,92

approp tech 3,6 2,48 1,12 3,64 2,58 1,06 3,44 2,46 0,98 3,54 2,59 0,95

self confid 3,57 2,46 1,11 3,69 2,58 1,11 3,56 2,83 0,73 3,6 2,71 0,89

decision making 3,55 2,46 1,09 3,68 2,56 1,12 3,38 2,66 0,72 3,53 2,67 0,86

flexibility, adaptability 3,57 2,49 1,08 3,59 2,53 1,06 3,42 2,65 0,77 3,59 2,67 0,92

ability to evaluate 3,57 2,49 1,08 3,62 2,57 1,05 3,35 2,84 0,51 3,52 2,8 0,72

self awareness 3,61 2,56 1,05 3,59 2,54 1,05 3,4 2,7 0,7 3,44 2,66 0,78

ubuntu 3,57 2,57 1 3,68 2,56 1,12 3,49 2,73 0,76 3,47 2,65 0,82

knowledge into practice 3,73 2,74 0,99 3,73 2,63 1,1 3,59 2,68 0,91 3,62 2,73 0,89

leadership 3,57 2,61 0,96 3,65 2,71 0,94 3,52 2,84 0,68 3,64 2,79 0,85

intercult, intl context 3,51 2,56 0,95 3,39 2,45 0,94 3,35 2,5 0,85 3,37 2,69 0,68 communication, interpersonal skills 3,59 2,65 0,94 3,55 2,66 0,89 3,45 2,8 0,65 3,56 2,91 0,65

conceptual thinking 3,67 2,74 0,93 3,74 2,71 1,03 3,5 2,72 0,78 3,59 2,84 0,75

african id & heritage 3,14 2,23 0,91 3,01 2,13 0,88 3,21 2,5 0,71 3,06 2,42 0,64

independency in working 3,61 2,74 0,87 3,65 2,72 0,93 3,41 2,86 0,55 3,6 2,97 0,63

lifelong learning 3,47 2,64 0,83 3,53 2,65 0,88 3,32 2,76 0,56 3,48 2,86 0,62

env & econo consciousness 3,35 2,55 0,8 3,48 2,6 0,88 3,46 2,79 0,67 3,34 2,76 0,58 comm official/nat/local language 3,56 2,81 0,75 3,57 2,76 0,81 3,46 2,88 0,58 3,44 2,82 0,62

27

3.1.3 Observation of the results subject related c ompetences

acad empl stud grad

import achiev gap import achiev gap import achiev gap import achiev gap

1Hav e the Know ledge and understanding of

Agricultural production, and basic sciences.3,80 3,37 0,43 3,82 3,14 0,68 3,67 3,27 0,4 3,72 3,27 0,45

2Should be able to identify problems and apply

know ledge to solv ing day to day agricultural 3,75 2,84 0,91 3,73 2,75 0,98 3,60 2,94 0,66 3,71 2,87 0,84

3Ability to ev aluate and manage agricultural

projects, as w ell as carry out financial appraisals.3,65 2,64 1,01 3,63 2,67 0,96 3,49 2,78 0,71 3,61 2,68 0,93

4Should possess entrepreneurial and creativ e skills.

3,61 2,58 1,03 3,59 2,36 1,23 3,48 2,75 0,73 3,53 2,60 0,93

5Should be able to design, plan and implement

agricultural research.3,71 2,84 0,87 3,67 2,66 1,01 3,52 2,80 0,72 3,68 3,00 0,68

6Should be able to do business in any part of the

w orld.3,27 2,31 0,96 3,17 2,21 0,96 3,40 2,58 0,82 3,37 2,48 0,89

7Ability to understand, and adapt to new and

emerging technologies in Agriculture, including 3,73 2,60 1,13 3,62 2,66 #### 3,48 2,59 0,89 3,68 2,53 1,15

8Ability to implement sustainable practices and

technologies for the management of natural 3,69 2,69 1 3,65 2,57 1,08 3,39 2,68 0,71 3,56 2,73 0,83

9Hav e ability for independent thinking and be able to

w ork w ith minimal superv ision in the area of 3,61 2,68 0,93 3,65 2,65 1 3,38 2,78 0,6 3,50 2,83 0,67

10 Ability to adapt and transfer technology , as w ell

as be able to create new technologies.3,55 2,63 0,92 3,51 2,36 1,15 3,27 2,33 0,94 3,47 2,54 0,93

11Ability to know , adv ice and implement agricultural

policies, and regulations.3,47 2,74 0,73 3,53 2,46 1,07 3,36 2,61 0,75 3,49 2,54 0,95

12To make sustainable use of water and other

natural resources for agricultural use.3,58 2,90 0,68 3,58 2,62 0,96 3,56 2,87 0,69 3,57 2,66 0,91

13

Ability to understand and w ork w ithin the

organization, business and community 3,50 2,74 0,76 3,42 2,71 0,71 3,43 2,73 0,7 3,51 2,75 0,76

14Ability to identify pests, pathogens, and weeds

associated w ith crops, animals and their products.3,51 2,35 1,16 3,58 2,79 0,79 3,48 3,03 0,45 3,49 2,95 0,54

15Ability to improv e quality and safety along the

agricultural v alue chains.3,65 2,45 1,2 3,55 2,45 1,1 3,47 2,89 0,58 3,57 2,77 0,8

16

Ability to select and manage machinery ,

implements and equipment for agricultural use 3,43 2,21 1,22 3,36 2,36 1 3,40 2,56 0,84 3,41 2,46 0,95

28

-

0,2

0,4

0,6

0,8

1,0

1,2

1,4

0 2 4 6 8 10 12 14 16 18

acad

empl

stud

grad

29

3.2. Comparison of Academics, Graduates, Students and Employers – Ranking 3.2.1 Generic competences

# Aca Emp STU GRAD

1 4 4 4 4

2 1 1 17 1

3 2 5 10 11

4 6 11 1 5

5 11 2 6 17

6 10 10 2 2

7 5 9 5 6

Ranking Aca Empl STU GRAD

18 18 18 14 14

17 13 14 16 18

16 14 13 7 7

15 16 7 18 8

14 8 12 13 13

13 7 16 8 16

Responders to the questionnaires were asked to rank the importance of the 18 generic competences and the extent to which they thought these competences are achieved. Responders were also asked to indicate a ranking for each of these two dimensions. A four point scale was used: 1 for none, 2 for weak, 3 for considerable and 4 for strong. The table above shows the highest and lowest ranking according by each group relating to importance. The agriculture science group concentrated on the results of the top 1 - 7 and the lowest 13 – 18. Highest ranked competences There is a great agreement concerning the ranking of the top 7 generic competences. 4 positions were ranked by all groups among the first 7. All groups agreed on the ranking for the top position “Ability to translate knowledge into praxis (4). The “Ability for conceptual thinking, analysis and synthesis” (1) was ranked on position 2. Only the students ranked it on position 4. “Professionalism, ethical values and commitment to UBUNTU (respect for the well-being and dignity of fellow human beings)” (2) was ranked in position 3 by the academics, in position 5 by the employers and on position 6 by students and graduates. “The Objective decision making and practical cost effective problem solving” (5) was

30

ranked on position 7 by academics and students, on position 3 by employers, on position 4 by graduates. “Capacity to use innovative and appropriate technologies” (5) was not ranked among the first 7 by employers. “Leadership, management and team work skills” (11) were not ranked among the first 7 by students; “ability for creative and innovative thinking” not by graduates; “Self-confidence, entrepreneurial spirit and skills” (17) not by academics and employers. Lowest ranked competences There was even closer agreement on the lowest ranked positions - ranking places 13 – 18: “Commitment to preserve and to add value to the African identity and cultural heritage” (18) was ranked on position 18 by employers and academics, on position17 by graduates and on position 15 by students. “The ability to work in an intra and intercultural and/or international context” (14) was on position 18 by graduates and students, on position 17 by employers and on position 16 by academics. “The ability to evaluate, review and enhance quality” (16) was ranked on position 15 by academics, on position 13 by employers and graduates, on position 17 by students. “The ability to communicate effectively in official/national and local language” (7) was ranked on position 13 by academics, on position 15 by employers and on position 16 by graduates and students. “The ability to learn to learn and capacity for lifelong learning” (13) was ranked higher then 13 – 18 only by employers. They ranked “Communication and interpersonal skills” (12) lower than the other groups. “Environmental and economic consciousness” (13) was ranked low by all groups (position 18 by students and graduates; 17 by employers and 16 by academics) The agriculture science group agreed that for agriculture the phrasing “Environmental and economic consciousness” has a different meaning in the field of agricultures and is part of the subject related competences. The phrasing the group recommended ……………………….seems to clarify the problem. 3.2.2 Subject specific competences

Ranking Aca Emp STU GRAD

1 1 1 1 2

2 2 2 2 1

3 5 5 4 5

4 4 3 5 3

5 3 4 3 4

6 7 8 7 7

7 8 7 12 9

8 9 10 8 11

9 12 14 15 15

31

1o 10 9 6 14

11 15 15 9 10

12 11 11 14 8

13 14 12 10 12

14 16 6 11 13

15 13 13 16 16

16 6 16 13 6

There is considerable agreement about the top five rankings. As most important subject specific competence was ranked “Have the knowledge and understanding of agriculture production and basic sciences” (1); only the students ranked in position 2. “Should be able to identify problems and apply knowledge to solving day to day agricultural challenges” (2) was ranked in position 2, only the students ranked it on position 1; “Should be able to design, plan and implement agricultural research” (5) was ranked on position 3, only the students put it on position 4; “Should possess entrepreneurial and creative skills” (4) was ranked on position 3 by students, on position 4 by academics and on position 5 by employers and graduates. “Ability to evaluate and manage agricultural projects, as well as carry out financial appraisals” (3) was ranked on position 4 by employers and graduates and on position by academics and students. “The ability to understand, and adapt to new and emerging technologies in agriculture, including ICT” (7) was ranked position 6 by academics, students and graduates and on position 7 by employers. The “Ability to implement sustainable practice and technologies for the management of natural resources” ( 8) was on position 6 by the employers, on position 7 by academics, on position 8 with the students but on position 12 with the graduates. There was also a fair level of agreement concerning those competences that were least important. All four groups ranked three among the last 6 in the table. (“Ability to understand and work within the organization” (13), “Ability to select and manage machinery, implements and equipment for agriculture use in different farming systems” (16) and “Should be able to design, plan and implement agricultural research” (5). During the discussion it became quite clear, that some of the subject competence are similar and that a rephrasing of them is necessary. The agriculture science group decided to do the rephrasing through internet.

32

4. Elaboration of the Meta profile agriculture scie nce

AGRICULTURAL SCIENCESAGRICULTURAL SCIENCESCATEGORIES OF META PROFILECATEGORIES OF META PROFILE

S1 Have the Knowledge and understanding of Agricultural production,

and basic sciences.

S2 Should be able to identify problems and apply knowledge to solving

day to day agricultural challenges.

S3 Ability to evaluate and manage agricultural projects, as well as

carry out financial appraisals.

S4 Should possess entrepreneurial and creative skills.

S5 Should be able to design, plan and implement agricultural research.

CORE ELEMENTSCORE ELEMENTS

33

COMPETENCES IN FACTORSCOMPETENCES IN FACTORSLEARNING PROCESS

G1 Ability for conceptual thinking, analysis and synth esis

G3 Capacity for critical evaluation and self awarenes s

G4 Ability to translate knowledge into practice

G5 Objective decision making and practical cost effect ive problem solving

G8 Ability to learn to learn and capacity for lifelong learning

S1 Have the Knowledge and understanding of Agricultural production, and basic sciences.


S7 Ability to understand, and adapt to new and emerging technologies in Agriculture, including ICT.

S10 Ability to adapt and transfer technology, as well as be able to create new technologies.

S11 Ability to know, advice and implement agricultural policies, and regulations.

S14 Ability to identify pests, pathogens, and weeds associated with crops, animals and their products.

S15 Ability to improve quality and safety along the agricultural value chains.

S16 Ability to select and manage machinery, implements and equipment for agricultural use in different

farming systems.

SOCIAL VALUES

G2 Professionalism, ethical values and commitment to U BUNTU (respect for the well being and dignity of fellow human beings)

G7 Ability to communicate effectively in official/ nat ional and local language

G9 Flexibility, adaptability and ability to anticipate and respond to new situations

G11 Leadership, management and team work skills

G12 Communication and interpersonal skills

G13 Environmental and economic consciousness

G14 Ability to work in an intra and intercultural and/o r international context

G18 Commitment to preserve and to add value to the Afri can identity and cultural heritage

S2 Should be able to identify problems and apply knowledge to solving day to day agricultural

challenges.

S12 To make sustainable use of water and other natural resources for agricultural use.

S13 Ability to understand and work within the organization, business and community management of the

rural sector.

34

INNOVATION

G1 Ability for conceptual thinking, analysis and synth esis


G6 Capacity to use innovative and appropriate technolo gies

G10 Ability for creative and innovative thinking


S10 Ability to adapt and transfer technology, as well as be able to create new

technologies.

ORGANISATION & COMMUNICATION SKILLS

G7 Ability to communicate effectively in official/ nat ional and local language


G11 Leadership, management and team work skills

G12 Communication and interpersonal skills

G14 Ability to work in an intra and intercultural and/o r international context

G15 Ability to work independently

G17 Self confidence, entrepreneurial spirit and skills

S3 Ability to evaluate and manage agricultural projects, as well as carry out financial appraisals.

S4 Should possess entrepreneurial and creative skills.


S6 Should be able to do business in any part of the world.


S9 Have ability for independent thinking and be able to work with minimal supervision in the area of agriculture.

S11 Ability to know, advice and implement agricultural policies, and regulations.

S13 Ability to understand and work within the organization, business and community management of the rural sector.

35

TECHNICAL/TECHNOLOGICAL CAPACITY


G6 Capacity to use innovative and appropriate technolo gies


G10 Ability for creative and innovative thinking

G16 Ability to evaluate, review and enhance quality

S1 Have the Knowledge and understanding of Agricultural production, and basic sciences.



S8 Ability to implement sustainable practices and technologies for the management of natural resources.

S10 Ability to adapt and transfer technology, as well as be able to create new technologies.

S12 To make sustainable use of water and other natural resources for agricultural use.

S14 Ability to identify pests, pathogens, and weeds associated with crops, animals and their products.

S15 Ability to improve quality and safety along the agricultural value chains.

S16 Ability to select and manage machinery, implements and equipment for agricultural use in different farming

systems.

CATEGORIES OF META PROFILECATEGORIES OF META PROFILE

36

LEARNINGPROCESS

SOCIAL VALUES

ORGANISATION &

COMMUNICATION SKILLS

INNOVATION

TECHNICAL/TECHNOLO_

GICAL CAPACITY

S1. S2.S3.S4

S5G3G5G8

G2.G13.G14.G18

G7.G11.G14.G15.G17.

S6. S9

G10 G16.S8

G4

S13

G1

S7

S12S10

G7

G6

G9

G12 G11S11

S14S15S16

37

5. Institutional reports: Bridging between Meta-pro file and reality

Report of University of Mauritius (MAURITIUS) K. Boodhoo Bridging between Meta-profile and reality: the objective is to contrast the institutional current degree profile with the Meta-profile agreed in Cape Town. This process allows to reflect on the coincidences and differences and to start the validation and analysis and start of the implementation. Agriculture Degree Profile BSc (Hons) Agriscience and Technology is one of the programme of studies that the Faculty has been running for a number of years. The changing socio-economic pattern of Mauritius has led to an increasing demand for agricultural produce of good quality. Agricultural production is now increasingly being characterised by the use of modern technology. It is the Government policy and vision for the future to adopt a technology-based approach to render the local agricultural sector more productive, service-oriented, sustainable and competitive whilst responding to the environmental and ethical standards demanded by society. The further development of agriculture and its related industries is challenging and requires appropriate knowledge, skills and technology concepts to keep pace with the latest technological developments in that sector. This has led to the need for well-trained agricultural scientists who have the technical and practical skills in addition to in-depth knowledge of the science to meet these new challenges facing the Mauritian agriculture. This programme aims to equip students with a broad spectrum of scientific, technical and managerial skills needed to contribute to the future success of agriculture in Mauritius. Its main objective is to equip graduates with knowledge and skills to:

• Explain the scientific, economic and business principles underpinning crop and animal production methods in various types of production systems; • Identify and evaluate appropriate agricultural techniques in the crop and animal sectors to enhance efficiency of production; • Identify and solve technological problems encountered in current crop and livestock production systems; • Evaluate the wider consequences of agricultural activities and promote sustainable agricultural practices; • Transfer relevant knowledge, skills and technology concepts to the producers and to support innovation; • Design, plan and carry out research in the various fields of agriculture; • Manage agricultural enterprises and identify new ventures in the agricultural sector; • Use appropriate scientific and statistical methods and evaluations for decision making in various sectors of agriculture; • Demonstrate use of written and oral communication skills; • Embark on training programmes at postgraduate level.

38

The Tuning Metaprofile

CORE ELEMENTS OF AGRICULTURE

LEARNINGPROCESS

SOCIALVALUES

ORGANISATION & COMMUNICATION

SKILLSINNOVATION

TECHNICAL/TECHNOLO_

GICAL CAPACITY

CATEGORIES OF META PROFILE

The core elements of the Agriculture group are.

1. Should be able to identify problems and apply kn owledge to solving day to day agricultural challenges.

2. Ability to evaluate and manage agricultural proj ects, as well as carry out financial appraisals.

3. Should possess entrepreneurial and creative skil ls. 4. Should be able to design, plan and implement agricu ltural research .

Processes The modules of the programme were matched with the above 5 core elements. It is noted that the first competence is amply covered by the syllabus, as shown below. However, the other core elements are covered but to a lesser extent.

39

YEAR 1 Code Module Name Credits Subject AREA (CORE ELEM ENTS) AGRI 1018Y(1) Agricultural

Chemistry and Soil Science 45+60

5

Have the Knowledge and understanding of Agricultural production, and basic sciences

AGRI 1034Y(1) Animal Production: Principles and Techniques

3 Have the Knowledge and understanding of Agricultural production, and basic sciences

AGRI 1035Y(1) Agronomy and Horticultural Crop Production


AGRI 1062Y(1) Applied Economics, Extension and Systems

5 Should possess entrepreneurial and creative skills.

AGRI 1047Y(1) Microbiology and Genetics


AGRI 1064Y(1) Agrometeorology and Climate Change


YEAR 2

AGRI 2001Y(3) Food Science and Technology


AGRI 2024Y(3) Agricultural Engineering and Applications


AGRI 2045Y(3) Statistical Methods for Agricultural Sciences

6 Should be able to design, plan and implement agricultural research

AGRI 2088Y(3) Biochemistry and Biotechnology


AGRI 2089Y(3) Pests, Diseases and Weeds Control


AGRI 2092Y(3) Animal Production and Science I


AGR12093Y(3) Botany and Crop Physiology


AGRI 2100 Scientific Communication Skills

YEAR 3

AGRI 3000Y(5) Project 9 This project is undertaken over a year. This si the time where the student will have an opportunity to show both their technical skills, social skills, capacity for organization, innovation for them to successfully complete the programme of study.

AGRI 3003Y(5) Animal Science and Production II


40

AGRI 3026Y(5) Crop Production Technologies


AGRI 3051Y(5) Postharvest Management and Agricultural Produce Processing


AGRI 3085Y(5) Agricultural

Management and Marketing


AGRI 3086Y(5) Entrepreneurship for Small and Medium Agribusiness


AGRI 2000 Practical Training

can be undertaken either in Year 1 or in Year 2

This may cover some of the peripheral elements below but these are not formally assessed.

After discussion it was noticed that our degree programme has more of the core elements than the peripheral elements. Indeed, in our degree programme there is much emphasis on the technical aspects. It was suggested to increase the core elements to include

� Ability to implement sustainable practices and technologies for the management of natural resources.

� To make sustainable use of water and other natural resources for agricultural use. � Ability to identify pests, pathogens, and weeds associated with crops, animals and their

products. � Ability to improve quality and safety along the agricultural value chains. � Ability to select and manage machinery, implements and equipment for agricultural use in

different farming systems. Peripheral Elements

LEARNING PROCESS Ability for conceptual thinking, analysis and synthesis Capacity for critical evaluation and self awareness Ability to translate knowledge into practice Objective decision making and practical cost effective problem solving Ability to learn to learn and capacity for lifelong learning

SOCIAL VALUES Professionalism, ethical values and commitment to UBUNTU (respect for the well being and dignity of fellow human beings) Ability to communicate effectively in official/ national and local language Flexibility, adaptability and ability to anticipate and respond to new situations Leadership, management and team work skills

INNOVATION Capacity to use innovative and appropriate technologies Ability for creative and innovative thinking

ORGANISATION AND COMMUNICATION SKILLS Ability to communicate effectively in official/ national and local language Flexibility, adaptability and ability to anticipate and respond to new situations

41

Leadership, management and team work skills Communication and interpersonal skills Ability to work in an intra and intercultural and/or international context Ability to work independently Self confidence, entrepreneurial spirit and skills

TECHNICAL/TECHNOLOGICAL CAPACITY Ability to translate knowledge into practice Capacity to use innovative and appropriate technologies Flexibility, adaptability and ability to anticipate and respond to new situations Ability for creative and innovative thinking Ability to evaluate, review and enhance quality However, although the students are provided with opportunities for developing their communication skills, IT skills, ability to work independently, among others competences listed above, these were not explicitly assessed. However, it is recognised by all the academics that we ought to devise a programme structure that encompasses these various peripheral elements listed above as currently a majority of them are not yet achieved by the graduates at the end of their programmes. It was also suggested to stream line the total number of competences in accordance to the highest 5 rated and ranked competences, otherwise it will not be possible to cover all of them in a degree programme. General Reflections There is a need to enhance staff capacity to develop curriculum and design of programmes of studies that are outcomes and competence based. This will also improve the credentials of the University as an institution providing quality education and programmes of studies that are contemporaneous, attractive to prospective students, relevant to modern employment expectations. Our local employers have highlighted the following areas (e.g. entrepreneurship, problem solving skills, capacity in applying knowledge in practice, information management skills, etc.) as needing greater emphasis within the current agricultural education and training programme. These issues need to be addressed if we want to generate more productive and employable graduates. Despite our endeavours to improve the relevance of our programme of studies, there is still a need to revisit our agricultural undergraduate curricula to produce graduates that are ready to face the challenges in the Mauritian agriculture at various level viz; subsistence, market oriented and commercial agriculture. There is now a greater expectation forms our stakeholders employing our graduates have the required competence or transferable skills. Thus, one of the ways, to address those challenges is to redesign the whole curricula. This would require revisiting the module content, development of an outcomes oriented learning and competency based curriculum, designing meaningful assessments methods and reviewing pedagogical methods/approach. Conclusions There was a general consensus on the meta profile with no major modification. However the main issue that was raised is how we are going to include all this in a full degree programme. It was also suggested that this would entail development of new teaching methods, writing of learning outcomes, and development of appropriate assessment methods.

42

Report of University of Dschang (CAMEROON) Christopher TANKOU Mubeteneh METHODOLOGY APPLIED IN THE EVALUATION: I first of all exploited the teaching program for the Work engineer in crop science by attributing the corresponding competences to the different subjects taught. This exercise revealed the following results:

- 16 courses fitted S1 - 4 courses fitted S3 - 1 course fitted S5 - 1 course fitted S7 - 3 courses fitted S8 - 3 courses fitted S11 - 1 course fitted S13 - 3 courses fitted S14 - 2 course fitted S16 - 1 course fitted G2 - 6 courses fitted G4 - 2 courses fitted G6 - 2 courses fitted G7 - 4 courses fitted G10 - 1 course fitted G12 - 1 course fitted G16

The next step was presenting these findings to some colleagues of the faculty after providing them with all the information concerning the subject specific and generic competences used in the meta-profile. I recorded their reactions related to the coincidences and differences between the meta-profile and our degree program on works engineer in crop science. NAME OF INSTITUTION: FACULTY OF AGRONOMY AND AGRICULTURAL SCIENCES, UNIVERSITY OF DSCHANG OF CAMEROON. NAME OF DEGREE PROGRAM : WORKS ENGINEER IN CROP SCIENCE OR BSc IN CROP SCIENCE OBTAINED AFTER 3 YEARS OF TRAINING DEGREE PROFILE. Subject taught include basic scienc es and specialized courses in Agriculture with the following objectives :

- IMPART STUDENTS WITH THE APPROPRIATE SKILLS AND KNOWLEDGE IN ALL ASPECTS OF CROP PRODUCTION

- PROVIDE LEARNERS WITH THE NECESSARY KNOWLEDGE IN AND SKILLS FOR SELF EMPLOYEMENT AND JOB CREATION.

- TRAIN GRADUATES WHO CAN RESPOND WITH CREATIVITY AND IMAGINATION TO CHALLENGES IN CROP PRODUCTION AND PROCESSING.

COMPARISON OF TUNING AFRICA META-PROFILE AND WORKS ENGINEER IN CROP SCIENCE. - COINCIDENCES WITH THE META-PROFILE FOR AGRICULTURE.

ALL THE CORE ELEMENTS OF AGRICULTRE IN THE METAA-PROFILE EXCEPT FOR S4 IS FOUND IN THE WORKS ENGINEER IN CROP SCIENCE. In addition, the specific subjects that respond to subject specific and generic competences are listed above.

- DIFFERENCES WITH META-PROFILE S4 (SHOULD POSSESS ENTREPRENEURIAL SKILLS) IS NOT HIGHLIGHTED AT THIS LEVEL.

43

This competence however exists in the next level of training which is the MSc level. My colleagues were of the opinion that S2 should not figure in BSc program since it is considered in MSc program. In our BSc program, there is no specific course on S2 (should be able to identify problems and apply knowledge to solving day to day agricultural challenges). However my colleagues argued that this competence is general and is emphasized on all technical subjects that are taught. The works Engineer program contains some competences that are not considered in the meta-profile. These are: 1. Ability to establish and improve rural infrastructure. This is obtained in a course entitled rural

construction which provides knowledge in rural infrastructure such as bridges, ware houses, animal housing etc.

2. Ability to improve physical fitness. This is obtained in a course entitled: Physical education and sports where students learn different physical and sporting activities to enable them keep fit.

PEOPLE CONSULTED: 1. Prof. Pamo T. Etienne ([email protected]) 2. Prof. Fonteh Mathias ([email protected]) 3. Prof. Mvondo Ze Antoine ([email protected]) 4. Dr. Tedonkeng Fernand ([email protected]) 5. Mrs. Mandou Marie Solange ([email protected]) 6. Dr. Tabi Fritz Oben ([email protected]) PROFILE ADJUSTMENTS/ PROFILE SUGGESTED FOR THE UNIV ERSITY My colleagues taught that the following competences were not necessary at this level since they are in the MSc level : G9, G10, G11, G14, and G18. It is however thought that these competences should be introduced at some degree in the present program. Based on the analysis, it was also thought that the number of courses that address the different core competences should be revised so that the number of courses for the different competences should be about proportional. CONCLUSION The exercise was very important to acquaint colleagues on the approach Tuning Africa intends to use in improving the teaching program of the institution. This awareness is very useful because it prepares participants to be ready for future modification of the program while stimulating them to adjust their present programs such that they satisfy the competences proposed by Tuning Africa.

44

Report of Egerton University (KENIA) Benson Obwanga Introduction In the above task, I centered on BSc course in Animal Sciences which covers an area under which my area of specialization (Animal breeding and Genetics) falls. The information used to develop the profile is derived from a report by the Department of Animal Sciences (August 2006) of the Faculty of Agriculture Egerton University. This was a self assessment report that targeted to highlight the strengths and weaknesses of the BSc. in Animal Sciences. To accomplish these, stakeholders that include industry, alumni, labor market and students were approached for views and inputs. In comparison to the Degree profile and that of the Metaprofile from Capetown the coincidences and differences were made on comparing the generic and specific competencies of the course and those of the Capetown Meta-profile. Below is the BSc. Animal Sciences Profile:

· Degree profile of

The Bachelors of Science Degree in Animal Scienc es Degree profile of

The Bachelors of Science Degree in Animal Scienc es Type of Degree & Length The BSc. in Animal Sciences is a 4 year course that conforms to

Egerton University’s Senate requirements of course loading of 18 to 25 credit factors (CF) peer semester, where a CF is the weighting of courses with one CF being equivalent to 15 lecture hours or 30 practical (laboratory or tutorial or seminar) hours. The programme has a total CF of 183 distributed as: University core common courses (Generic)- 12.5 (6.8%) Basic courses -65 CF (35.5%) Specific skills; Intermediate – 36.0CF (19.7%) Specialised – 69.5CF(38.0%)

Institution Egerton University- Kenya Accredation Organization Egerton University - Kenya Period of Reference This is a four year Programme Cycle level Undergraduate

A. PURPOSE Designed to produce highly trained & competent graduates with requisite knowledge & skills required in all sectors of the animal/livestock industry locally & internationally. Programme also designed to produce candidates to pursue advanced training in the various specialized areas of Animal sciences

B. Characteristics a) Discipline(s)/Subject

Area(s) • Principles of management • Principles of entrepreneurship • Gross anatomy • Animal Physiology • Animatics • Basic Farm Power Soures & Utilisation • Principles of Range management • Farm Structures • Reproductive Physiology • Environmental physiology, Ethology & Animal Welfare • Animal Nutrition • Quantitative genetics and animal breeding • Aquaculture

45

• Rural sociology • Technical report writing • Introduction to Agricultural field mechines • Pastures and fodder crops • Microbial diseases • Routine livestock practices • Feeds & feeding • Biotechnology in animal nutrition • Farm management • Human resource management & industrial relation • Extension education • Biotechnology in animal breeding • Dairy cattle production • Pig production • Design and analysis of animal experiments • Meat, poultry and sea food processing • Field attachment • Agricultural project analysis • Agricultural policy • Veterinary Parasitology & Parasitic Diseases • Beef production • Sheep Production • Goat Production • Poultry production • Research Projects • Agricultural law • Animal by-products • Camel production • Rabbit production • Equine management • Apiculture & Sericulture • Seminars • Non-conventional farm animals • Agro-forestry

b) General/Specialist Focus

• Understand the role of animal production in the society’s economy & well being especially the importance of animal products in human nutrition

• Apply acquired knowledge in the fields of animal anatomy, physiology, nutrition, breeding & management to various animal production systems, in order to increase productivity

• Communicate acquired knowledge & skills to various individuals or groups involved or interested in animal production

• Use acquired knowledge to innovate new animal production technologies & management techniques that enhances productivity of various species of farm animals

• Make critical analysis on the efficiency of various animal production systems & make appropriate recommendations

• Utilize the acquired knowledge & skills for gainful self-employment

c) Orientation The course begins with generic & basic science courses in the 1st & 2nd years, followed by intermediate & specialized courses in the 3rd & 4th years. The program has a total of 183 Credit Factors (CFs). It meets the University senate requirements of course loading of 18-25 credit factors (CFs) per semester. One CF is equivalent to 15 lecture hours or 30 practical (laboratory, or tutorial or seminar) hours.

46

d) Distinctive features In the course of study the students must be engaged in Routine livestock Duties (ANSCI 313) where they are expected to handle all the livestock that the have studied in the course of their degree .

C. Employability & further education 1. Employability Employability

Graduates are absorbed into public & private sectors, non-governmental organization (NGOs) including: Public sector (Kenya) Private Sector NGOs Govt Ministries Animal feed industry Livestock Devpt Livestock Devpt* Agro-Vet/Farm input services Farming systems Kenya Fisheries Devpt* Milk processors Religious organizations Co-operative Devept* Ranching companies Intl’ Research Inst Northern Kenya & Arid areas HEI Education Animal Breeding Companies Others Regional Devpt Authority National Public & Research inst** *Development; **Institution

2. Further studies The programme trains the candidate to undertake advanced studies in all areas of Animal sciences at graduate level at Egerton University, any other public university in Kenya or International University.

D. Education style 1 Learning & teachers

approaches Students are provided with detailed course outlines at the beginning of the semester, showing aim/learning outcomes of the course, course content, evaluations & course references. There is more of instructional teaching compared to experiential teaching. Overall, the curriculum is structured to stimulate action learning through course practicals (at least 40%), field visits, field attachment & seminars on topical issues. However the culture of giving students term papers, course seminars & individual/group discussions/presentations is not widely practiced by lecturers

2 Assessment method Student assessment is guided by University Examination rules & regulations, & mainly is based on progress monitoring (Continuous Assessment Tests-CAT) & final Examinations (end of Semester written exam). Final examination & CATs account for 70% & 30% respectively, and the pass mark is 40%. At least 2 CATs are administered per course offered in a semester, together with assignments and reports. The assessment to monitor student progress & exit are criterion referenced as indicated below: Progress assessment: Exit assessment : Marks Grade Award Category 70 & above A First Class 60-69 B Second Class (Upper division) 50-59 C Second Class ( Lower division) 40-49 D Pass 39 & below F (Fail) Fail

E. Programme competences Generic Competencies • Research ability - be able to work in research projects and at the

same time develop proposals, carry out research analyze and present results

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• Teamwork – Graduate should be able to work in a team comfortably

• Management ability – should be able to manage an animal production system as well as manage the human resource

• Problem solving ability - graduate should be able to solve problems of animal production systems as well as mitigate would-arise problems

• Creativity & innovativeness – use acquired skills to design solutions to arising problems as well as create jobs for him/herself and employ others

• Communication skills & Communication of information- communicate acquired skills & knowledge various groups & individuals interested in animal production

• Critical - critically analyze the efficiency of already in place animal production systems & develop recommendations

Subject Specific a. Relate animal production to country requirements

b. Relate the environment to animal production systems & responsible use of environment in animal production

c. Ability to formulate diets for farm animals, check processed feeds for ensuring they met set standards

d. Ability to breed farm animals e. Ability to manage an animal production facility together with its

personnel f. Ability to accommodate and use novel animal production

methods g. Ability to develop research questions and go ahead to carry out

the research h. Ability to utilize all the products from farm animals – both direct

and by-products i. Knowledge of non-conventional farm animals, their possible

value to man j. Ability to prepare for, organize and present in seminars

F Programme learning outcome 1. The student should demonstrate knowledge of animal

production, from its importance as a societal need and as a means to create employment both self and for others

2. The student should show ability to carry out independent research and give recommendations to questions on animal production that impact the human society through designing the projects, execution and analysis and comparison of results with existing theories and thereafter draw conclusions

3. The student should demonstrate ability to express new ideas for consumption in animal production

4. The will demonstrate ability to work with others (individuals, groups, nationals and internationals) in animal production, research and management

5. The student will show desire to progress for higher education at postgraduate level both locally or internationally

A. Coincidences with the meta-profile (agreed at Subje ct area level)

The core elements discussed at Capetown are similar to those designed for BSc. in Animal Sciences at Egerton University. Though they may differ in the wording and language used the elements are similar in that they target to produce a graduate who is:

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• Has a knowledge & understanding of Agricultural production & basic sciences • Able to identify problems and apply knowledge to solving day to day agricultural challenges • Can evaluate & manage agricultural projects, as well as carry out financial appraisals • Possesses entrepreneurial & creative skills • Can design, plan & implement agricultural research

In addition: • The competencies in Factors in Learning Process are also similar except for one (S15) • The competencies in Factors of Learning – Social values are coinciding except G2, and G18) • The competencies in Factors of Learning – Innovation are also similar • The competencies in Factors of Learning – organizational & communication skills are similar • The competencies in Technical/Technological Capacity also similar

B. Differences with the meta-profile

• In the competencies factors the competency in improving safety and quality along food chains is lacking

• Although the BSc. Animal Science Degree profile emphasizes on communication skills it does not stress on use of local language to express oneself as stated in the Capetown Metaprofile

• The Generic competence G2 “Professionalism, ethical values and commitment to UBUNTU (respect for the well being and dignity of fellow human beings)” is lacking in the BSc. profile possibly because UBUNTU is a new phenomenon compared to when the course was designed.

C. People consulted and reflections:

• Students, • members of staff • BSc. Animal Sciences alumni and • industry

D. Profile adjustments/Profile suggested for the unive rsity Suggestions adjustments to meta-profile for the University include

• Redesigning the Profile so that it is committed to UBUNTU • Include the aspects to the profile that are responsive and mitigative to changing

times e.g. peoples change to perception of animal products, climate change, globalization etc.

E. Conclusions The Ubuntu Phenomenon is new especially in its definition and potential incorporation into Degree Profiles of Universities. There needs to be more efforts in defining to the staff and students in the University of the essence of Ubuntu so as to impart on them the meaning and the resultant benefits of Ubuntu. There is also need to iron out the differences encountered in the Profile so that the profiles are in tune.

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Report of Mohamed I University (MOROCCO) Ahmed ELAMRANI Objective : Bridging between Meta-profile agreed in Cape Town and reality in Mohamed I University (UMP) Oujda, Morocco A- Description of the process followed The process followed basically involves:

1- Information , by email to the concerned professors* (who participated to tuning consultation), about results and conclusions of the Cap town general meeting (Agro sciences Meta profile). 2- Reflection and views about competences and profi le of the current "master degree" in UMP In order to appreciate similarities and dissimilarities between the chosen profile and Meta profile agreed in Cape Town we processed according to the following steps: - Establishment, from the description manual, of generic and specific competence lists of the

Master Degree of Agrifood and food safety profile (MSAA) - Comparative analysis of competence list of this institutional current profile (MSAA) with those of

the Agro-sciences Meta-profile agreed in Cape Town - Underlining similarities and dissimilarities between the two profiles 3-Highlighting coincidences and differences between Meta-profile and reality

Professors consulted list: ELAMRANI Ahmed, HAKKOU Abdelkader, ABID Malika, KHALID Ahmed, SERGHINI CAID Hana, MIHAMOU Atika, TAHRI Elhoussine, BOUNANI Nour elhouda, AMRANI Souliman, Ouarzane Meryame , Boukroute Azzouz., Mekhfi Hassan. B-Presentation of the degree profile “Master Agro a limentaire (MSAA), UMP, Oujda.

B-1) “MSAA” master’s degree, Identification • Subject area: Agro sciences

Master Degree: “Agri-food and food safty “(Master Spécialisé en Sciences Agroalimentaires & sécurité sanitaire des aliments (MSAA)

• Address: Biology Department, Sciences Faculty Mohammed I University, Oujda, Morocco. B-2) Structure and program description profile of the master’s degree “MSAA”

The Master’s degree of Agri-Food and food safty “MSAA” is an advanced two-year study program with a total number of 16 modules (module=study unit of 75 to 90 h). All courses and practical activities are in French language - First year or master M1 with two semesters “S1 & S2”

S1: The first semester consist of four modules dedicated to: - Basic scientific knowledge in nutrition, toxicology, and microbiology, (Two modules) - Statistic tools, languages and communication (Two modules) S2: The second semester course program consists of fundamental scientific knowledge in agro sciences, nutrients and food biochemistry, food safty, Economics and management (four modules)

- Second year or master M2 with two semesters “S3 & S4”

S3: The third semester course program consists of four modules dedicated to: • Basic scientific knowledge of technology and food processing; packaging and food

conservation (Two modules) • Global Standard and guidelines for Food Safety; quality management system and good

manufacturing practices (Two modules) S4: The last semester consists of 4months internship at an agrifood sector company or a research laboratory.

Admission requirements : Bachelor's degree or equivalent - In order to apply to the Master’s program, have to complete the application form available online. - Admission is based on examination of student's application form and an oral test

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C- Comparative analysis between master MSAA profile and the agrosciences Meta-profile agreed in Cape Town

C-1) Identification of coincidences between profile s The main generic and specific competences, which are clearly evident in the manual description of the master’s degree profile MSAA (UMP, Oujda, Morocco) are summarised in table 1

Table 1: Similarities of MSAA profile (UMP, Oujda , Morocco) with the Meta-profile agreed in Cape Town A : Generic competences : G4 G6 G8 G12 G13 G16 G17

B : spécific compétences S1 S4 S10 S11 S15

G4. Ability to translate knowledge into practice G6. Capacity to use innovative and appropriate

technologies G8. Ability to learn to learn and capacity for lifelong

learning G12. Communication and interpersonal skills G13. Environmental and economic consciousness G16. Ability to evaluate, review and enhance quality G17. Self confidence, entrepreneurial spirit and skills

S1 Have the Knowledge and understanding of Agricultural production, and basic sciences. S4 -Should possess entrepreneurial and creative skills. S10 Ability to adapt and transfer technology, as well as be able to create new technologies. S11 -Ability to know, advice and implement agricultural policies, and regulations. S15- Ability to improve quality and safety along the agricultural value chains.

C- 2): Identification and significance of differenc es between profiles

A comparison based on the generic and specific skills, (as defined in Tuning Africa meeting), showed that:

• Aims of "MSAA" profile (Master’s degree of Agri food & food safety, UMP, Oujda Morocco) are similar to those of Agro sciences Meta profile as defined in Cape Town. Although several generic (G) competences and specific (S) skills (Table 2: G1, G3, G5, G7, G9 G10, G11, G15, S3, S5, S8, S9 S11, S12, S13) do not appear clearly in the MSAA description manual. Some of them could be implicitly related to the objectives and principles of MSAA design.

• Generic competences (G2, G14, G18 table 2), are not considered in the principles of MSAA design. These differences are probably due to the context and manner of MSAA conception, which differs from the methodology used for Agrosciences profiling in Tuning Africa meeting

Table 2: Examples of Omitted competences and/Or dissimilarities (G2, G18) of MSAA profile

(UMP, Oujda , Morocco) with the Agro sciences Meta-profile agreed in Ca pe Town A :examples of Omitted Generic competences :

B : examples of Omitted specific competences

G1. Ability for conceptual thinking, analysis and synthesis

S3: Ability to evaluate and manage agricultural projects, as well as carry out financial appraisals.

G2. Professionalism, ethical values and commitment to UBUNTU (respect for the well being and dignity of fellow human beings)

S5: Should be able to design, plan and implement agricultural research.

G3. Capacity for critical evaluation and self awareness

S8: Ability to implement sustainable practices and technologies for the management of natural resources.

G5. Objective decision making and practical cost effective problem solving

S9: Have ability for independent thinking and be able to work with minimal supervision in the area of agriculture.

G7. Ability to communicate effectively in official/ national and local language

S11: Ability to know, advice and implement agricultural policies, and regulations.

G9. Flexibility, adaptability and ability to anticipate and respond to new situations

S12: To make sustainable use of water and other natural resources for agricultural use.

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G10. Ability for creative and innovative thinking S13: Ability to understand and work within the organization, business and community management of the rural sector.

G11. Leadership, management and team work skills

S14: Ability to identify pests, pathogens, and weeds associated with crops, animals and their products .

G14. Ability to work in an intra and intercultural and/or international context

S16: Ability to select and manage machinery, implements and equipment for agricultural use in different farming systems

G15. Ability to work independently G18. Commitment to preserve and to add

value to the African identity and cultural heritage

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Report of Federal University of Agriculture (NIGERI A) Yemi AKEGBEJO-SAMSONS Description of process followed: Six academic members were selected for this exercise. They were briefed on the work of TUNING generally and the essence of TUNING in Africa. The origin of this project was presented, while the outcomes of the Yaoundé and Cape Town meetings were presented. . Based on the mega profile of Agriculture, a similar exercise (as done in Cape Town) was repeated in order to arrive at a profile for Aquaculture/Fisheries. The report and the mega-profile are included below. 1. Degree in view: Aquaculture and Fisheries Management 2. Profile of the degree: The programme visions to evolve scientific transformation of traditional capture and culture fisheries practices towards Maximum sustainable exploitation of the country’s vast aquatic resources. This mandate can be achieved through our activities in training/teaching, adaptive research and outreach programmes. Major objectives include (a) To provide practically and theoretical sound manpower in Fisheries who will not only be job creators and hence be employers of labour but can also serve as sources of manpower for all fisheries establishments in the country; (b) To engage in Fish production and purposeful research that will solve the country’s fisheries development problems and increase the contribution of fisheries to the gross national product and (c) To equip the students with good management skills in fish production, processing and aquacultural practices that will revolutionize and boost fish production and utilization of the nation’s vast marine, brackish and freshwater resources. 3. Coincidences with the meta-profile: All the 5 core elements in the Mega profile constructed for Agriculture coincide perfectly with the objectives and profile of the Aquaculture and Fisheries Management course of the University. In principles and in the processes of realising the objectives there were no differences in all intent and purposes. The top 5 common competences (specific) were also observed to be very important for the subject area (Aquaculture and Fisheries). 4. Differences with the mega-profile: No differences with the mega-profile 5. People consulted and reflections: Core academic staff comprising of 6 out of the 17 members. These are the members that are involved in the teaching, research and extension services of the Department. 6. Profile adjustments/suggested for the University : Based on the outcome of this exercise, the following profile suggestions were given: (a) Improvement of learning process, especially in the ability to transfer or translate knowledge into practice; (b) Improvement in the area of adapting, creating and enhancing new technologies needed for aquacultural development; (c) Improvement on the inter-personal skills and collective focus. 7. Conclusions: The mega-profile is very useful when we need to institute the necessary subject-related competences and the generic (common) competences in all learning outcomes. It is very evident that profiling gives us a lead-way to harmonising, improving and designing the needed quality.

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Report of University Of Ilorin (NIGERIA) Olubunmi Abayomi OMOTESHO INSTITUTION: University Of Ilorin, Ilorin, Kwara State, Nigeri a

FACULTY: Agriculture DEGREE IN VIEW: B. Agriculture

Description of the Process Followed The university degree profile was developed after due consultations with six academics representing the six departments that contribute to the program in the faculty. The process started with a thorough briefing of what the Tuning Africa project entails after which each of the academics made their submissions and contributed to the development of the faculty degree profile in relation to the outcome of the Cape Town meeting. Presentation of the Degree Profile

The philosophy and objectives of the program is to produce competent middle-level manpower who can be usefully engaged in the process of moving the country’s agricultural sector forward either as paid hands in the public or the private sector of the economy or who themselves can be job creators by setting up agricultural enterprises all over the country. To achieve this mandate, the program is designed to produce graduates who:

(i) Possess sound theoretical and practical knowledge in animal Production, including breeding, nutrition, disease prevention and control and Animal Products and Processing

(ii) Are equipped with the requisite skills and techniques in Crop Production

including Land Evaluation and Management, Crop breeding and Crop Protection.

(iii) Possess excellent Social behaviors, agricultural communication, rural

development planning and agricultural extension principles and methodology needed to communicate the product of scientific researches to farmers

(iv) Are acquainted with the economics and management of agricultural resources

with a view to optimizing farm production and maximizing farm profits through the application of appropriate analytical techniques

Coincidences with Meta-Profile

Except for the difference in weight attached to each competency, the degree profile of the University matched with that of the meta-profile. The core elements in the meta- profile match the faculty objectives and vision.

Difference with Meta Profile Difference was observed mainly in the generalized competences. In addition to the competences in the meta-profile, the University also attaches importance to the two competences:

1) Ability to conform to societal norms and traditions and to dress responsibly. 2) Ability to withstand stress

Profile Suggested for the University Apart from Greater emphasis that should be placed on incorporating ICT into the learning process and ensuring that that Community Based Experience Scheme (COBES) just introduced into the faculty

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program is sustained, the competences outlined above are in line with the core requirement for a degree in Agriculture as found in the Meta profile agreed upon in Cape town. CONCLUSIONS The University has very good structures on ground to produce competent graduate with respect to the degree profile, however, there is room for improvement. If funding to the University is improved, more can still be achieved. The core elements of the Meta profile are excellent for the B.Agriculture program.

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B. REPORT OF CIVIL ENGINEERING

Clustering Subject Specific and Generic Competences

Core Clusters in Civil Engineering

Design & AnalysisConstruction

Project Management

Clusters of Generic & Subject Specific Competences

Professionalism

Communication

Critical Thinking & Synthesis

Creativity

Leadership

Management

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Generic competences per cluster

Top 4 Generic Competences

Employers Academics Graduates Students

4 4 4 4

10 1 11 16

1 9 2 17

16 16 1 15

6 5 16 6

4 Ability to translate knowledge into practice 16 Ability to evaluate, review &enhance quality

1 Ability for conceptual and critical thinking,

analysis and synthesis

6 Capacity to use innovative and appropriate technologies

Critical Thinking & Synthesis as Meta Competences

Generic competences Cluster

1. Ability for conceptual thinking, analysis and synthesis Critical thinking

2. Professionalism, ethical values and commitment to UBUNTU Professionalism

3. Capacity for critical evaluation, and self-awareness Critical thinking

4. Ability to translate knowledge into pratice Critical thinking

5. Objective decision making and practical cost effective problem solving Critical thinking

6. Capacity to use innovative and appropriate technologies Creativity

7. Ability to communicate effectively, in official/national and local language Communication

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

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

10. Ability for creative and innovative thinking Creativity

11. Leadership, management and team work skills Leadership

12. Communication and interpersonal skills Communication

13. Environmental and economic consciousness Regulation

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

15. Ability to work independently Professionalism

16. Ability to evaluate, review and enhance quality Critical thinking

17. Self-confidence, entrepreneurial spirit and skills Regulation

18. Commitment to preserve and add value to the African identity and cultural heritage Leadership

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Generic Competences - Gaps

Generic Competences Gap Analysis

• 6 Capacity to use innovative and appropriate technologies • 18 Commitment to preserve and to add value to the African identity and cultural heritage • 13 Environmental and economic consciousness • 17 Self confidence, entrepreneurial spirit and skills • 2 Professionalism, ethical values and commitment to UBUNTU

Generic Competences – Findings of gap analysis

• Competences with the largest gaps are valued with high importance, but it is challenging to transfer them to students

• Lack of infrastructure for innovative learning

Generic Competences – Possible solutions for gap an alysis

• Some of the competences can be taught by professionals outside CE • Level at which certain competences are introduced to students should maybe be revised

Subject specific competences

Original Subject specific competences

1. Ability to identify the need for construction of any type and structure (new, old) 2. Ability to identify different options (e.g. the need to demolish, reconstruct, maintain,

rehabilitate, renovate and to plan those activities) 3. Skills in cost, quality and time optimization 4. Skills in Environmental and Social Impact Assessment 5. Knowledge about the context and challenges of environment and development 6. Ability to transmit project requirements into sketches and explain it to clients 7. Ability to analyse, reconfigure and apply relevant drawings, data and technologies 8. Ability to coordinate, supervise and control 9. Capacity to model and simulate systems, structures, projects and processes 10. Ability to effective and professional interaction with other professions and to come to integrate

solutions 11. Ability to design 12. Capacity to test the quality of building materials 13. Skills in research on appropriate technologies 14. Skills in developing new construction technologies and materials 15. Skills of testing materials and technologies 16. Ability to calculate design parameters (Mathematical skills)

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17. Ability to analyse (mathematical and abstract background as basis for decision making) 18. Ability to program (to plan the process and allocate resources) 19. Knowledge about national and international construction standards 20. Ability to identify appropriate legal frameworks 21. Ability to calculate and quantify 22. Understanding contractual and financial management aspects as well as of insurance and

guarantees aspects (procurement) 23. Ability of translating, interpreting of data and/or drawings into actual construction 24. Knowledge of plant and equipment 25. Knowledge on basic Construction management principles (Work Breakdown, Time, Risk,

Quality, Resource, Financial and HR Management, Monitoring) 26. Commitment to health and safety 27. Knowledge of maintenance of infrastructure 28. Ability to reconstruct, maintain, rehabilitate, renovate 29. Ability to supervise/manage 30. Ability to control construction 31. Quality management/ Skills in quality control techniques 32. Capacity to introduce health and safety measures in construction and materials 33. Skills in handling data / information (survey data, soil information, materials data,

environmental data, social data ...) 34. Skills to finalize financial implications and legal responsibilities 35. Skills to deal with dispute resolutions 36. Skills to address defects and quality issues 37. Skills in commissioning

Integrated Subject specific competences

Rank Ranked total

1. 36 (44, 45) Ability to coordinate, manage, supervise and control construction

2. 33 Ability to translate and interpret of data and/or drawings into actual construction

3.

12 (26, 19, 10) Ability to design, quantify and calculate parameters and capacity to model and simulate systems, structures,

projects and processes

4.

8 (7) Ability to analyze, reconfigure and apply relevant drawings, data and technology and ability to transmit project

requirements into sketches and explaining it to clients

5. 40 (39) Knowledge to reconstruct, maintain, rehabilitate, renovate and knowledge of maintenance of infrastructure

6. 3 Skills in cost, quality and time optimization and quality control techniques

7. 49 Skills in handling data or information (survey data, soil information…)

8. 2 (1) Ability to identify the need for construction of any type and structure and ability to identify different options

9. 35 (21) (50) Knowledge on basic construction management principles and to program

10. 38 (48) Commitment to health and safety and capacity to introduce measures in construction and materials

11. 42 (17) Capacity to test the quality of materials

12. 53 (46) Quality management and skills to address defects and quality issues

13. 20 Ability to analyze (mathematical abstract background as basis for decision making)

14. 22 Knowledge about national and international construction standards

15. 11 Ability to effective and professional interaction with other professions and to come to integrate solutions

16. 43 (15) Skills in developing new and appropriate construction technologies and materials

17. 51 (23) Skills to finalize financial implications and identify legal responsibilities and frameworks

18. 37 Knowledge of plant and equipment

19. 28 Understanding contractual and financial management as well as of insurance and guarantee aspects

20.

4 (6) Skills in environmental and social impact assessment, knowledge about the context and the challenges of

development

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Subject specific competences per cluster

Top 5 Subject Specific Competences

• 7 Ability to transmit project requirements into sketches and explain to clients • 36 Ability to coordinate, supervise and control • 45 Ability to control construction • 44 Ability to supervise/manage • 49 Skills in handling data or information (survey data, soil information…) • Remaining clusters and competences was identified from the subject specific areas

Subject Specific Competences – Gap Analysis

• 18 Ability to program (to plan the process and allocate resources) • 26 Commitment to health and safety • 32 Capacity to introduce health and safety measures in construction and materials • 35 Skills to deal with dispute resolutions • 37 Skills in commissioning

Subject Specific Competences – Findings of gap anal ysis

• Content is not taught at university level • Learnt as on-site aspects, hands-on courses or extra courses offered by employers, can be

add on, not core curriculum • Financial implications for the employers • Contents are rather subject in Construction Technology and Management than in CE • Restricting legal frameworks, aspects of health, safety and security should be integrated into

EIA methodology and frameworks • Governing bodies set the frameworks and leave little room for maneuver

Subject specific competence Cluster

1. Ability to coordinate, manage, supervise and control construction Management

2. Ability to translate and interpret of data and/or drawings into actual construction Communication

3. Ability to design, quantify and calculate parameters and capacity to model and simulate systems,

structures, projects and processes

Design & Analysis

4. Ability to analyze, reconfigure and apply relevant drawings, data and technology and ability to transmit

project requirements into sketches and explaining it to clients

Design & Communication

5. Knowledge to reconstruct, maintain, rehabilitate, renovate and knowledge of maintenance of

infrastructure

Management

6. Skills in cost, quality and time optimization and quality control techniques Leadership

7. Skills in handling data or information (survey data, soil information…) Analysis

8. Ability to identify the need for construction of any type and structure and ability to identify different

options

Analysis

9. Knowledge on basic construction management principles and to program Management

10. Commitment to health and safety and capacity to introduce safety measures in construction and

materials

Regulations

11. Capacity to test the quality of materials Quality Management

12. Quality management and skills to address defects and quality issues Quality Management

13. Ability to analyze (mathematical abstract background as basis for decision making) Analysis

14. Knowledge about national and international construction standards Regulations

15. Ability to effective and professional interaction with other professions and to come to integrate

solutions

Communication

16. Skills in developing new, appropriate and sustainable construction technologies and materials Creativity

17. Skills to finalize financial implications and identify legal responsibilities and frameworks Management & Regulations

18. Knowledge of plant and equipment Management

19. Understanding contractual and financial management as well as of insurance and guarantee aspects Management

20. Skills in environmental and social impact assessment, knowledge about the context and the challenges

of development

Regulations & Sustainability

Total 100 %

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Subject Specific Competences – Possible solutions f or gap analysis

• The results of the questionnaires are correct. How to close the gaps? How to address the discrepancy between importance and provision

• Course practical attachment, industrial attachment, work integrated learning(RSA), qualified internship (Ethiopia)

• Service learning (students can provide services outside in the community, 80 hours = 8 credits, 10 notional hours per credit can be earned in RSA)

• Multidisciplinary teams could address challenges in application of knowledge, Experts of safety could give lectures, but the relevant practice could be learnt on site

• Opportunity to provide some lectures, but most of the aspects should be learnt on site, case studies

Incorporating Generic & Subject Specific Competence s into a Meta Profile

Civil Engineering Meta Profile

CriticaDesign & Analysis

Construction

Project Management

Professionalism

Communication


Creativity

Leadership

Management

Regulations

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Civil Engineering Meta Profile

CriticaDesign & Analysis

C3, C4, C7, C8, C13,

ConstructionC18, C19, C14,

C11, C9, C5

Project Management

C5, C9, C14, C18

ProfessionalismG2, G14, G15

CommunicationC2, C4, C15,G12, G7, G8


C3,C4,C7,C8,C13G1, G3, G4, G5,

G16

CreativityC16

G9, G10, G6,

LeadershipC6, G11, G18

ManagementC1, C5, C9, C11, C12, C17, C18, C19, C20

RegulationsG13, G17, C17,

C14

Food for thoughts

• Definite difference between knowledge to be gained and competences to be developed • Transfer of Knowledge is easy • Building of competences is not • How to teach to obtain the competences? • Assessment of competences?

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Institutional reports: Bridging between Meta-profile and reality Report of Ahmadu Bello University (NIGERIA) Kabiru Bala The report presents an analysis of current bachelor of Civil Engineering Degree programme in Ahmadu Bello University Zaria, Nigeria; as compared with the agreed meta-profile for Civil engineering programme. The civil engineering degree programme is a five-year programme in which the students in the first year are taught basic science courses from Mathematics, Physics and Chemistry; introduced to Engineering profession and Institutions, as well as general study courses. In the second year, they are exposed to general engineering, mathematical, general study and entrepreneurship courses. They are exposed to civil engineering, mathematics, and entrepreneurship courses in the third year. During their fourth year, they are exposed to more civil engineering and mathematical courses, and attend a mandatory six month industrial training in civil engineering-based organisations. In their final year, they are also exposed to more civil engineering courses, and a Final Year Project that spans the whole session. It is worthy to note that during the programme, the students undergo special courses in Engineering Management, Economics and Law. A comprehensive list of courses is as given in the Appendix. The procedure followed consists of identifying the civil engineering degree profile of the university, analysing the degree profile with the Meta-profile agreed in Cape Town. The coincidences as well as the differences of the two were drawn and the results passed to Seven (7) academics in the department of Civil Engineering of the University. Based on the analysis, recommendations were suggested to the University for Adjustment of the degree programme. The coincidences with agreed Meta-profile for the Civil Engineering programme are as shown in Figure 1.

Figure 1: Coincidences with the agreed Meta-profile The differences between the current profile with agreed Meta-profile for the Civil Engineering programme are as shown in Figure 2.

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Figure 2: Differences with the agreed Meta-profile From Figure 2, the elements which are not considered in the degree profile of my university are:

i) Skills in Environmental and Social Impact Assessment – C4; ii) Knowledge about the context and challenges of environment and development – C5; and iii) Environmental and economic consciousness – G13.

The following academics from the department of Civil Engineering, Ahmadu Bello University Zaria, were selected to discuss the differences:

i) Dr. Idris Abubakar ii) Prof. K.J. Osinubi iii) Prof. S.P. Ejeh iv) Dr. O.S. Abejide v) Dr. A.T. Olowosulu vi) Dr. A.O. Eberemu vii) Dr. Y.D. Amartey

In conclusion therefore, the differences highlighted above, the University has been notified on implementation of items (i) to (iii) which are not presently covered in the current degree programme. APPENDIX: LIST OF COURSES

100 Level (First Semester) Contact Hours Course

Code

Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

MATH101 SET THEORY AND NUMBER SYSTEM

30 2 CR

MATH103 TRIGONOMETRY & COORDINATE GEOMETRY

30 2 CR

MATH105 DIFFERENTIAL & INTEGRAL CALCULUS

30 2 CR

PHYS111 MECHANICS 30 2 CR

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PHYS161 GENERAL PHYSICS PRACTICALS I

- 45 1 CR

CHEM121 INTRO. TO INORGANIC CHEMISTRY

30 2 CR

CHEM191 INTRO. TO PRACTICAL CHEMISTRY

- 45 1 CR

CHEM111 INTRO. TO GENERAL CHEMISTRY

30 2 CR

GENS101 NATIONALISM 15 1 CN

GENS103 ENGLISH COMMUNICATION SKILLS

30 2 CN

PHYS131 HEAT AND PROPERTIES OF MATTER

30 2 CR

COSC101 PROGRAMMING IN BASIC 15 1 CR

TOTAL 20

Departmental Electives NIL Restricted Electives. NIL Unrestricted Electives. NIL

100 Level (Second Semester)

Contact Hours Course Code Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

CHEM112 INTRODUCTION TO PHYSICAL CHEMISTRY

30 - 2 CR

CHEM192 INTRODUCTION TO PRACTICAL CHEMISTRY

45 1 CR

MATH102 ALGEBRA 30 -- 2 CR

MATH104 CONIC SECTIONS & APPLICATION OF CALULUS

30 - 2 CR

MATH106 VECTORS AND DYNAMICS 30 - 2 CR

STAT102 INTRODUCTORY STATISTICS 30 - 2 CR

PHYS1`22 ELECTRO MAGNETISM & MODERN PHYSICS

30 - 2 CR

PHYS124 GEOMETRIC AND WAVE OPTICS 15 - 1 CR

PHYS162 GENERAL PHYSICS PRACTICALS II - 45 1 CR

ENGG102 INTRODUCTION TO ENGINEERING 15 - 1 CR

TOTAL

16 CR

Departmental Electives NIL Restricted Electives. GENS102 GENS104 CHEM132

HISTORY OF SCIENTIFIC IDEAS ENVIRONMENTAL HEALTH INTRO. TO ORG. CHEMISTRY

15 15 30

- 1 1 2

ELE ELE ELE

65

Unrestricted Electives. Candidates are to register a minimum of

2 Credit Units of Unrestricted Electives from Faculties of Engineering or Environmental Design

2 ELE

200 Level (First Semester)

Contact Hours Course Code

Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

CVEN201 INTRODUCTION TO STRUCTURAL ANALYSIS 30 15 2 CR

MEEN201

ENGINEERING GRAPHICS 15 45 2 CR

WREN201

FLUID MECHANICS I 15 45 2 CR

MTEN201

MATERIALS SCIENCE 30 - 2 CR

EEEN201 ELECTRIC CIRCUITS & FIELD THEORY 30 - 2 CR

EEEN203 ELECTRIC MACHINES, POWER & INSTALLATION

30 - 2 CR

MATH241

CALCULUS I 45 - 3 CN

MATH243

METHODS OF LINEAR ALGEBRA I 30 - 2 CN

CVEN211 INTRODUCTION TO TRANSPORTATION ENGRG

15 1 CR

TOTAL 18

Departmental Electives NIL Restricted Electives. GENS201 MORAL PHILOSOPHY 15 - 1 ELE Unrestricted Electives. URPL205 ARCH205

URBAN LAND USE COMPONENT GRAPHIC COMMUNICATION

30 30

- 2 2

ELE ELE



Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

CHEN202 INTRODUCTION TO ENG’G MANAGEMENT 15 - 1 CR

MEEN202 ENGINEERING DRAWING 15 90 3 CR

MEEN204 STRENGTH OF MATERIALS 30 - 2 CR

MEEN206 FUNDAMENTALS OF DYNAMICS 30 - 2 CR

66

MEEN208 INTRODUCTION TO THERMODYNAMICS 30 - 2 CR

EEEN202 ELECTRONICS, MEASUREMENT & TRANSDUCERS

30 - 2 CR

MATH242 CALCULUS II 30 - 2 CN

MATH244 METHODS OF LINEAR ALGEBRA II 45 - 3 CN

CVEN299 STUDENTS WORKS EXPERIENCE PROGRAM (SWEP)

15 90 0 CR

GENS202 ENTREPRENEURSHIP & INNOVATION 30 2 CN

TOTAL 19

Departmental Electives NIL Restricted Electives. NIL Unrestricted Electives. Candidates are to register a minimum of 2

Credit Units of Unrestricted Electives from Faculties of Engineering or Environmental Design

2 ELE



Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

CVEN301 THEORY OF STRUCTURES I 30 2 CR

CVEN303 REINF. CONCRETE FUNDAMENTALS 30 2 CR

CVEN305 MECHANICS OF MATERIALS 30 2 CR

CVEN321 SOILS MECHANICS 30 45 3 CR

CVEN331 CIVIL ENGRG MATERIALS I 30 45 3 CR

WREN301 FLUID MECHANICS II 30 2 CR

QTYS309 DEVELOPMENT ECONOMICS 30 2 CN

LNSV331 SURVEYING FOR ENGINEERS 30 2 CN

MATH341 DIFFERENTIAL EQUATIONS & TRANSFORMS

45 3 CN

STAT343 STATISTICS 30 2 CN

TOTAL 23

Departmental Electives NIL Restricted Electives. NIL Unrestricted Electives. NIL

67

300 Level (Second Semester) Contact Hours Course

Code

Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

CVEN302 THEORY OF STRUCTURES II 30 2 CR

CVEN304 DESIGN OF STRUCTURAL ELEMENTS 45 2 CR

CVEN306 DESIGN OF CONCRETE STRUCTURES 15 1 CR

CVEN312 ELEMENTS OF HIGHWAY DESIGN 30 2 CR

CVEN322 ENGINEERING GEOLOGY 45 3 CR

CVEN332 CIVIL ENGINEERING MATERIALS II 30 2 CR

WREN302 FLUID MECHANICS III 30 2 CR

LNVS332 SURVEYING FOR PROFESSIONALS 30 2 CN

MATH342 CALCULUS. OF SEVERAL VARIABLES & SERIES FUNCTIONS

30 2 CN

COSC344 BASIC COMPUTER KNOWLEDGE & PROG. IN FORTRAN

45 3 CN

GENS302 BUSINESS CREATION AND GROWTH 30 2 CN

TOTAL 23

Departmental Electives NIL Restricted Electives. NIL Unrestricted Electives NIL 400 Level (First Semester)


Course Title

Lecture

Studio

Laboratory

Credit Unit CU

Status

CVEN401 THEORY OF STRUCTURES III 30 2 CR

CVEN403 REINFORCED CONCRETE SERV. LIMIT STATES

30 2 CR

CVEN405 DESIGN OF STEEL ELEMENTS 30 2 CR

CVEN411 TRANSPORTATION ENGINEERING 30 2 CR

CVEN413 HIGHWAY ENGINEERING 30 2 CR

CVEN421 GEOTECHNICAL DESIGN OF FOUNDATIONS

45 3 CR

CVEN441 ENGINEERING COMPUTER METHODS 30 2 CR

WREN401 HYDRAULICS AND HYDROLOGY 45 3 CR

68

QTYS421 LAW FOR ENGINEERS 15 1 CN

MATH443 NUMERICAL ANALYSIS 45 2 CN

STAT443 DESIGN OF EXPERIM. & QUALITY CONTROL

30 2 CN

TOTAL 23

Departmental Electives NIL Restricted Electives. NIL Unrestricted Electives NIL



Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

CVEN499 INDUSTRIAL ATTACHMENT (SIWES) (six months)

3

TOTAL 3



Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

CVEN501 DESIGN OF REINFORCED CONCRETE STRUCTURES

45 3 CR

CVEN503 DESIGN OF STEEL STRUCTURES 30 2 CR

CVEN511 TRAFFIC ENGINEERING 45 3 CR

CVEN521 DESIGN OF SOIL STRUCTURES 45 3 CR

CVEN541 CIVIL ENGINEERING CONTRACT MANAGEMENT

15 1 CR

QTYS407 CIVIL ENGINEERING MEASUREMENT I 30 3 CR

WREN503

ENGINEERING HYDROLOGY 45 3 CR

TOTAL 18

Departmental Electives CVEN505

ADVANCED THEORY OF STRUCTURES 30 2

EL

CVEN507 ADVANCED REINFORCED CONCRETE 30 EL CVEN513 ADVANCED TRANSPORTATION

ENGINEERING 30 2 EL

CVEN523 ADVANCED FOUNDATION ENGINEERING 30 2 EL Restricted Electives. NIL Unrestricted Electives. Candidates are to register a minimum of 2

Credit Units of Unrestricted Electives from Faculties of Engineering or Environmental

2 ELE

69

Design



Course Title

Lecture

Studio

Laboratory

Credit Unit

Status

CVEN502 THEORY OF STRUCTURES IV 30 2 CR

CVEN504 PRESTRESSED CONCRETE STRUCTURES 30 2 CR

CVEN506 TIMBER STRUCTURES 45 3 CR

CVEN512 TRANSPORTATION PLANNING 45 3 CR

CVEN599 FINAL YEAR PROJECT 270 6 CR

QTYS508 CIVIL ENGINEERING MEASUREMENT II 30 2 CR

WREN514 ENVIRONMENTAL ENGINEERING 30 2 CR

TOTAL 20

Departmental Electives CVEN508 PRECAST CONCRETE STRUCTURES 30 2 EL CVEN514 ADVANCED HIGHWAY DESIGN 30 2 EL CVEN516 BRIDGE ENGINEERING 30 2 EL CVEN522 ROCK MECHANICS 30 2 EL CVEN532 ADVANCED CONSTRUCTION MATERIALS 30 2 EL Restricted Electives. NIL Unrestricted Electives. Candidates are to register a minimum of 2

Credit Units of Unrestricted Electives from Faculties of Engineering or Environmental Design

2 ELE

70

Report of Universite De Kinshasa (CONGO) Hubert Makengo Lutimba Diplôme d’ Ingénieur Civil des Constructions

1. Le processus suivi

En date du 20/09/2012, nous avons contacté six collègues professeurs de l’Université de Kinshasa, Faculté Polytechnique pour solliciter leur participation à la mini enquête autour du méta-profile du projet Tuning Africa Harmonisation, Ingénierie civile. Après leur accord, notre rencontre était organisée le 25/09/2012 dans la salle polyvalente de la Faculté Polytechnique. Après une brève présentation et explication de la mini enquête, nous avons ouvert le débat autour de trois principales questions.

2. Présentation du profile du diplôme de l’universi té

Il faut dire que le diplôme d’Ingénierie Civile des Constructions de l’Université de Kinshasa inclut les différents éléments du méta-profil adopté par Tuning Africa à Cap Town sauf qu’à l’université de Kinshasa, le professionnalisme est au centre de la formation est non à la périphérie comme l’a placé le meta-profile adopté à Cap Town.

3. Coïncidences avec le méta-profile

Les éléments de coïncidence sont les suivants :

- La conception et analyse ; - La construction ; - La gestion de projet ; - La pensée critique et synthèse ; - La communication ; - La créativité.

4. Différences avec le méta-profile

Quatre éléments caractérisent cette différence :

- Le professionnalisme ; - Les entreprises de la RDC ne s’intéressent pas aux universités pour résoudre leurs problèmes

nécessitant l’expertise soit d’étudiant ingénieur durant une formation soit aux professeurs de la faculté polytechnique ou des écoles d’ingénieurs ;

- La capacité à utiliser les technologies innovantes et appropriées ; - La régulation qui pose encore problème ;

5. Personnes contactées et réflexions

- Prof. Sumuna - Prof. Tshiula - Prof. Lubunga - Prof. Lukanda - Prof. Tito - Prof. Tozain.

Les professeurs de l’université de Kinshasa ont affirmé que : La non observation des valeurs éthiques : comportement frauduleux, le manque de financement de la recherche et manque d’équipement moderne aux laboratoires influent négativement sur la formation et le travail de l’ingénieur Civil.

71

Dans le domaine de la communication, l’anglais s’impose aujourd’hui comme langue internationale en terme de meilleurs ouvrages, documentaires,… Cependant en République Démocratique du Congo, l’anglais n’est ni langue officielle, ni locale ; ce qui pose un peu de problème dans la formation intégrale de l’ingénieur qui doit se documenter ou utiliser des ouvrages en anglais. On propose que l’anglais puisse faire partir des cours de grande importance en Ingénierie civile.

6. Profile d’ajustement/profile suggéré par l’unive rsité Nous proposons après cette mini enquête que le professionnalisme se trouve à l’intérieur du cercle aux cotés de Construction et Régulations.

7. Conclusions. L’Ingénieur Civil des Constructions à l’Université de Kinshasa inclut déjà 80% du profile de Tuning pour un Ingénieur de génie civil ( BAC + 5 ) proposé par TUNING. Parmi les compétences génériques de communication, la pratique de l’Anglais écrit et parlé s’avère indispensable comme langue internationale dans la formation, les conférences et ateliers.

72

C. REPORT OF MECHANICAL ENGINEERING 1- Definition of Mechanical Engineering

Mechanical Engineering deals with the design, development, manufacture, operation and maintenance of all forms of mechanical machinery and equipment as well as mechanical systems. Examples of machinery and equipment include: machine tools, process machinery, material handling equipment, elevators and escalators, fluid machines, vehicles, aircrafts, .. etc. Examples of mechanical systems include piping networks for the supply of liquids, gas and process heat, refrigeration and air conditioning, fire fighting and energy conversion.

Mechanical Engineers use the principles of energy, materials and mechanics to create the processes and systems that drive technology and industry.

Mechanical engineering is one of the largest, broadest and oldest engineering disciplines. The mechanical engineer has been called the "general practitioner" and the "jack of all trades" among engineering professions because of the education and skills broad range of skills that span a broad range of technical, social, environmental and economic problems.

The prime role of a "mechanical engineer" is to provide creative design to mechanical engineering problems. In order to perform this role, mechanical engineering graduates should be equipped with: knowledge requirement, technical abilities and skills, analytical and computing skills, reasoning and problems solving skills, communication skills, managerial and behavioral skills, community based education, and quality consciousness and eco-friendliness; see figure below.

2- Generic Competencies: Analysis of Consultation R esults

Following extensive deliberations among representatives of all subject-specific disciplines conducted during Yaoundé, Cameron "Tuning Africa" meeting held on 23rd-25th January 2012, the 18 competencies listed in Table (1) were agreed upon as generic competencies, common to bachelor degree holders in all subject-specific disciplines.

73

Table (1) List of Generic Competencies

1 Ability for conceptual thinking, analysis and synthesis

2 Professionalism, ethical values and commitment to UBUNTU* 3 Capacity for critical evaluation and self awareness 4 Ability to translate knowledge into practice 5 Objective decision making and practical cost effective problem solving

6 Capacity to use innovative and appropriate technologies 7 Ability to communicate effectively in official /national and local language 8 Ability to learn to learn and capacity for lifelong learning 9 Flexibility, adaptability and ability to anticipate and respond to new situations

10 Ability for creative and innovative thinking 11 Leadership, management and team work skills 12 Communication and interpersonal skills 13 Environmental and economic consciousness

14 Ability to work in an intra and intercultural and/or international context 15 Ability to work independently 16 Ability to evaluate, review and enhance quality 17 Self confidence, entrepreneurial spirit and skills 18 Commitment to preserve and add value to the African identity and cultural heritage

* UBUNTU is an African ethic focusing on people's relations with each other. It calls for the respect

of the well-being and dignity of fellow human being s. The word "UBUNTO" has its origin in the Bantu languages of Southern Africa.

The consultation process that followed Yaoundé meeting involved asking 4 groups of stakeholders; academics, employers, students, and graduates to rate the "importance" and the current level of "achievement" of each competence on a scale of 4 as follows: 4= strong, 3 = moderate, 2=weak, 1 =none. A total of 4323 respondents provided answers to the questionnaire of generic competencies, distributed as in Table (2) below. Mechanical engineering responses represented about 13.4 % out of all responses to the questionnaire.

Respondents were also asked to choose the five most important competencies. These were used to determine ranking of each competence as follows. The first chosen competence was assigned 5 points, the second 0ne 4 points, the third one 3 points, the forth 2 points and 1 point to the fifth and last one. Competences not chosen were assigned zero points. If all respondents chose one given competence as the first one, its ranking will be 5 out of 5. On the other hand, if a competence is never chosen by any of the respondents among the top five, its ranking will be zero out of 5. Ranking of each competence was thus calculated. Analysis of consultation results yielded the following, for each target group:

1- Comparing the levels of importance and achievement 2- Calculating the ranking of each competence

Table (2) Number of Respondents to Questionnaire of Generic Competencies

Subject Area Academics Employers Students Graduates Total Agriculture 312 204 381 306 1203 Teacher Education 335 318 310 307 1270 Medicine 164 88 203 150 605 Mechanical Engineering 152 89 214 124 579 Civil Engineering 167 139 196 164 666 Totals 1130 838 1304 1051 4323

74

Table (3) provides the raw numeric data for levels of importance, achievement and ranking of generic competencies, as expressed by "All Areas" respondents to the questionnaire of generic competencies. Table (4) summarizes the main features of these data. The following observations can be made: • Level of achievement is lower than importance. Number of competencies with importance

exceeding a level of 3.5 varies between 13-15 for employers, academics and graduates, while the number of competencies with achievement level less than 2.8 ranged from 12-17 out of the 18 generic competencies

• The highest gaps between importance and achievement levels were identified in competencies related to use of innovative technologies, ability for creative and innovative thinking and "self confidence and entrepreneurial skills".

• Competencies related to conceptual thinking, analysis, synthesis and translation of knowledge to practice were identified by all groups at the top of importance and ranking lists.

• Competencies related to environmental and economic consciousness, preservation of African cultural heritage, and the ability to work in intra/inter/international contexts were placed by all groups at the bottom of importance and ranking lists.

75

Table (5) provides the raw numeric data for levels of importance, achievement and ranking of generic competencies, as expressed by "Mechanical Engineering" respondents to the questionnaire of generic competencies. Table (6) summarizes the main features of these data. The following observations can be made: • Level of achievement is lower than importance. Number of competencies with importance

exceeding a level of 3.5 varies between 10-12 for employers, student and graduates, while the number of competencies with achievement level less than 2.8 ranged from 13-17 out of the 18 generic competencies

• The highest gaps between importance and achievement levels were identified in competencies related to "translation of knowledge into practice", "self confidence and entrepreneurial skills", "professionalism and ethical commitment", and "objective decision making".

• Competencies related to conceptual thinking, analysis, synthesis and translation of knowledge to practice were identified by Mechanical Engineering stakeholders at the top of the list in importance and ranking.

• Competencies related to environmental and economic consciousness, preservation of African cultural heritage, the ability to work in intra/inter/international contexts, and the ability to evaluate , review and enhance quality were placed by Mechanical Engineering stakeholders at the bottom of importance and ranking list.

Table (4) Main Features of All Areas Responses to The Questionnaire of the Generic Competencies

Academics Employers Graduates Students # Competences with importance level >= 3.5 out of 4

14 15 13 8

# Competences with achievement level <= low 2.8 out of 4

17 17 12 14

Competencies with Highest Gap between Importance a nd Achievement Levels #6 Capacity to use innovative and appropriate technology

#6 Capacity to use innovative and appropriate technology

#6 Capacity to use innovative and appropriate technology

#10 Ability for Creative and innovative thinking

#17 Self confidence, entrepreneurial spirit and skills

#10 Ability for Creative and innovative thinking



Rating of Importance Level Common Competences in top 5 list

#4 Ability to translate knowledge into practice #1 Ability for conceptual thinking, analysis and synthesis

Common competences in bottom 5 list

#14 Ability to work in intra and intercultural and/or international context #13 Environmental and economic consciousness #18 Commitment to preserve and to add value to the African identity and cultural heritage

Competence Ranking Common Competences in top 5 list

#4 Ability to translate knowledge into practice #1 Ability for conceptual thinking, analysis and synthesis #2 Professionalism, ethical values and commitment to UBUNTO


#18 Commitment to preserve and to add value to the African identity and cultural heritage #13 Environmental and economic consciousness

76

• Generic competences related to abilities of conceptual thinking, analysis, synthesis and translation of knowledge into practice are agreed upon as the two most highly ranked competences in a mechanical engineering graduate. Employers and academics ranked the use of innovative and appropriate technologies (# 6) much more highly than students and graduates. Out of all areas, only Mechanical Engineering discipline ranked competence # 6 highly; which indicates that the use of innovation is an inherent feature of the discipline. Competence #6 is not included in the top 5 list of highly ranked competences by "All Areas" stakeholders.

• There could have an overlap between competence # 10 related to ability for creative and innovative thinking and competence # 6 related use of innovative and appropriate technologies. Employers ranked use of technology much higher than its creation; which can probably be interpreted by the nature of industry in Africa where most of the technology is imported, not created . On the other hand, students and graduates ranked creation of technology much higher than its use.

• Students and graduates of ME discipline ranked competence # 11 addressing leadership and teamwork skills much higher than academics and employers of Mechanical Engineering discipline. Students and graduates of "All Areas" ranked leadership and teamwork skills much lower than their "Mechanical Engineering" counterparts. It is puzzling that employers do not rank highly leadership and teamwork skills.

• Mechanical Engineering graduates identified competence # 17 addressing self confidence, entrepreneurial ….skills to possess the largest gap between importance and achievement. This provides an example of competencies that need rectification, improvement, and reinforcement in current curricula.

• Competence # 7 addressing ability to communicate effectively in local official language was ranked very low by students and graduates as well as academics. This feature reflects the fact that local/national languages are not typically employed in technical communications and reporting in Mechanical Engineering discipline. Perhaps effective communication in local languages should be included in future curricula.

77

Table (6) Main Features of Mechanical Engineering Stakeholders Responses to

The Questionnaire of the Generic Competencies Academics Employers Graduates Students # Competences with importance level >= 3.5 out of 4

8 12 11 10

# Competences with achievement level <= 2.8 out of 4

13 17 14 13

Competencies with Highest Gap between Importance a nd Achievement Levels #2 Professionalism and ethical values

#4 Ability to translate knowledge into practice




#5 Objective decision making and practical cost effective problem solving



Rating of Importance Level Common competences in top 5 list



#14 Ability to work in intra and intercultural and/or international context #13 Environmental and economic consciousness #18 Commitment to preserve and to add value to the African identity and cultural heritage

Competence Ranking Common competences in top 5 list

#4 Ability to translate knowledge into practice #1 Ability for conceptual thinking, analysis and synthesis


#14 Ability to work in intra and intercultural and/or international context #16 Ability to evaluate, review and enhance quality

3- Specific Competencies: Analysis of Consultation Results Following extensive deliberations among representatives of Mechanical Engineering discipline conducted during Yaoundé, Cameron "Tuning Africa" meeting held on 23rd-25th January 2012, the 19 competencies listed in Table (7) were agreed upon as the "Mechanical Engineering Specific Competencies". Table (8) lists the number of responses received from stakeholders of "All Areas" for the subject-specific competencies. A total of 3812 responses were received, including 494 responses from Mechanical Engineering stakeholders. This represents about 13 % of all subject-specific responses.

Table (7) Mechanical Engineering Specific Competenc ies 1 Ability to apply knowledge of the basic and applied sciences of mechanical engineering 2 Ability to identify, evaluate and implement the most appropriate technologies for the context in

hand 3 Capacity to create, innovate and contribute to technological development 4 Capacity to conceive, analyse, design and manufacture mechanical products and systems

78

5 Skills in planning and executing mechanical engineering projects 6 Capacity to supervise, inspect and monitor mechanical engineering systems 7 Capacity to operate, maintain and rehabilitate mechanical engineering systems 8 Skills in evaluating the environmental and socio-economic impact of mechanical projects 9 Capacity to model and simulate mechanical engineering systems and processes 10 Skills in selecting, mobilising and administering material resources, tools and equipment cost-

effectively 11 Capacity to integrate legal, economic and financial aspects in decision-making in mechanical

engineering projects 12 Capacity for spatial abstraction, graphic representation and engineering drawings. 13 Providing mechanical engineering solutions to societal problems for sustainable development 14 Skills in safety and risk management in mechanical engineering systems 15 Skills in using information technologies, software and tools for mechanical engineering 16 Capacity to interact with multidisciplinary groups towards developing integrated solutions 17 Skills in employing quality control techniques in managing materials, products, resources and

services 18 Capacity to conduct life cycle assessment for products and systems 19 Capacity to employ mechanical engineering skills to transform local national resources into

products or services through value addition

Table (8) Number of Respondents to Questionnaire of Specific Competencies

Subject Area Academics Employers Students Graduates Total Agriculture 258 196 314 253 1021 Teacher Education 288 305 277 297 1167 Medicine 130 83 184 145 542 Mechanical Engineering 129 83 178 104 494 Civil Engineering 123 105 210 150 588 Totals 928 772 1163 949 3812

Table (9) provides the raw data of the responses to the questionnaire of Mechanical Engineering specific competencies with regard to how the various categories of stakeholders evaluated the levels of importance and achievement of each competence in current curricula, and how they ranked the 19 competencies. Based on this raw data, Table (10) summarizes the main features of this consultation process. The main observations are summarized below.

80

Table (10) Main Features of Mechanical Engineering Stakeholders Responses to The Questionnaire of the Subject-Specific Competenc ies

Academics Employers Graduates Students # Competences with importance level >= 3.5 out of 4

10 12 16 13

# Competences with achievement level <= 2.8 out of 4

12 15 15 13

Competencies with Highest Gap between Importance a nd Achievement Levels #19 Capacity to employ mechanical engineering skills to transform local national resources into products or services through value addition

#14 Skills in safety and risk management in mechanical engineering systems

#3 Capacity to create, innovate and contribute to technological development

#19 Capacity to employ mechanical engineering skills to transform local national resources into products or services through value addition

#18 Capacity to conduct life cycle assessment for products and systems

#16 Capacity to interact with multidisciplinary groups towards developing integrated solutions

#19 Capacity to employ mechanical engineering skills to transform local national resources into products or services through value addition

#14 Skills in safety and risk management in mechanical engineering systems

Rating of Importance Level Common competences in top 5 list

#1 Ability to apply knowledge of the basic and applied sciences of mechanical engineering #4 Capacity to conceive, analyse, design and manufacture mechanical products and Systems


#8 Skills in evaluating the environmental and socio-economic impact of mechanical projects #11 Capacity to integrate legal, economic and financial aspects in decision-making in mechanical engineering projects

Competence Ranking Common competences in top 5 list

#1 Ability to apply knowledge of the basic and applied sciences of mechanical engineering #4 Capacity to conceive, analyse, design and manufacture mechanical products and systems #2 Ability to identify, evaluate and implement the most appropriate technologies for

81

the context in hand Common competences in bottom 5 list

#17 Skills in employing quality control techniques in managing materials, products, resources and services #18 Capacity to conduct life cycle assessment for products and systems

• Levels of achievement are lower than levels of importance. The number of competencies with importance level higher than 3.5 (out of 4) ranged from (10 -16) competencies, out of 19 competencies. The number of competencies with levels of achievement less than 2.8 ranged from (12-15) competencies, out of 19 competencies.

• Academics, students and graduates have commonly identified the capacity to employ mechanical engineering skills to transform local natural resources into products through value addition (competence # 19), as the competence with largest gap between levels of importance and achievement. Employers and students have commonly identified the skills in safety and risk management in mechanical engineering systems (competence # 14), as a competence with a large gap between levels of importance and achievement.

• Capacities to conduct life cycle assessment, to interact with multidisciplinary groups, and to

create, innovate and contribute to technological development were identified by academics, employers and graduates, respectively as competencies with large gap between levels of importance and achievement.

• The most highly ranked competencies were associated with abilities to apply knowledge of the

basic and applied ME sciences (competence #1), capacity to conceive, analyse, design and manufacture products and systems ( competence #4), ability to identify, evaluate and implement appropriate technologies (competence #2), capacity to create, innovate and contribute to technological development (competence #3) and skills in planning and executing mechanical engineering projects (5). However, there appears to be some overlapping between competence #1 addressing application of knowledge and competence # 4 addressing analysis and design; as analysis and design would, by definition, encompass application of knowledge.

• Competences #1, #4, #2 are agreed upon as the most highly ranked by students, employers and

academics. Competence #3 addressing creation and innovation is ranked high by all stakeholders except employers. This reflects the preference of employers to use technology but not to waste time in its creation. It seems that employers are not investing in R&D. On the other hand, graduates rank design higher than application of knowledge as they conceived application of knowledge as a subcategory of design. In line with this reading of consultation results, it is worth noting that the importance level of the "capacity to create, innovate, and contribute to technological development" was identified as much higher for academics than employers.

• Next to the above, comes a second batch of competences that are also ranked high by most of the stakeholders. These include competences that address "providing mechanical engineering solutions to societal problems for sustainable development (competence #13) and "capacity to transform local resources into products (competence # 19). All stakeholders ranked competence #19 on the high side. However, the gap between importance and achievement of this competence was identified to lie on the high side by students and graduates. This type of observation should be focused upon when rectifying current curricula.

82

• Competences related to quality assurance (competence #17), life cycle assessment (competence #18), safety and risk management competence #14) respectively were ranked very low by almost all stakeholders. This is seen to reflect the low level of technological development in the continent; and thus quality culture and the like are not of high priority.

• Graduates ranked the capacity for spatial abstraction, graphic representation and engineering

drawings (competence #12) very low, while the ability to design (competence # 4) was ranked very high, despite the fact that drawing is the tool by which designs are expressed. It is believed that graduates and students tend to rank competencies according the degree of their level of complexity and difficulty to acquire during their period of study at the university. Students and employers also share this view but to a lesser degree.

• Employers estimated a small gap between importance and achievement levels for the

competencies related to application of knowledge in ME field (competence #1)" and the capacity to model and simulate ME systems and processes (competence #9). This indicates that, in the eyes of employers, academics has performed their task properly.

4- Conceptual Basis underlining Construction of the Me ta-Profile

Based upon the above analysis of the results of the consultation process, generic and specific competencies can be globally ranked and re-ordered to reflect the views and beliefs of Mechanical Engineering consulted stakeholders. Table (11) shows the results of how the consulted groups (academics, employers, students and graduates) ranked each of the 18 generic and the 19 specific competencies. During the intensive brain storming sessions held by the Mechanical Engineering discipline group during Cape Town meeting, an averaged-dominant global rank is identified for each competence. This new global ranking is shown against each competence in Table (11) in a codified pattern, as illustrated in the examples below.

Competence Global rank in 2

digits

- Type of Competence: Generic (G) or Specific

(S)

- Competence Old order in 2 digits

Old Generic Comp. # 11, ranked after consultation as #02

02 - G - 11

Old Specific Comp. # 09, ranked after consultation as #12

12 - S - 09

83

Table (11) How ME Stakeholders Ranked Generic and S ubject Specific Competencies

ME Stakeholders Ranking of Generic Competencies

ME Stakeholders Ranking of Subject-Specific Competencies

Ran

k

Aca

dem

ics

Em

ploy

ers

Stu

dent

s

Gra

duat

es

Top 7 (R

ank-

Typ

e-O

rder

) C

oded

C

ompe

tenc

es

1 1 1 1 4 01-G-01 2 4 4 4 1 02-G-04 3 6 6 10 11 03-G-10 4 10 5 11 10 04-G-11 5 5 2 17 5 05-G-05 6 2 9 5 17 06-G-06 7 11 8 6 6 07-G-17

The 4 in the Middle

8 3 10 2 12 08-G-02 9 17 11 9 15 09-G-03 10 8 13 12 8 10-G-08 11 18 7 3 2 11-G-12

Bottom 7

12 9 17 13 9 12-G-09 13 15 3 8 3 13-G-13 14 12 12 7 7 14-G-07 15 14 16 18 13 15-G-15 16 16 14 15 18 16-G-14 17 13 18 14 16 17-G-18 18 7 15 16 14 18-G-16

Ran

k

Aca

dem

ics

Em

ploy

ers

Stu

dent

s

Gra

duat

es

Top 7

(Ran

k-T

ype-

Ord

er)

Cod

ed

Com

pete

nces

1 1 1 1 4 01-S-01 2 4 4 4 1 02-S-04 3 2 2 2 3 03-S-02 4 3 5 3 5 04-S-03 5 19 19 5 2 05-S-05 6 13 3 13 19 06-S-19 7 5 7 19 13 07-S-13

The 5 in the Middle

8 9 8 15 7 08-S-15 9 10 15 9 6 09-S-07 10 7 12 7 15 10-S-08 11 15 11 12 9 11-S-12 12 16 6 8 16 12-S-06

Bottom 7

13 8 9 6 14 13-S-09 14 11 14 10 12 14-S-16 15 12 13 16 10 15-S-10 16 6 16 14 8 16-S-11 17 17 10 11 11 17-S-14 18 14 17 17 17 18-S-17 19 18 18 18 18 19-S-18

Table (12) lists the descriptors of the 18 generic competencies, and the 19 specific competencies together with the new global ranking code for each competence. Based on brain storming among ME group members, all competences were scrutinized one by one and grouped into sub-groups that then colored with a single distinguishing color. The results of this sub-grouping is shown in Table (12). Competence subgroups have facilitated identification of the various building blocks of the program and their relative importance in the system. The system can be represented by a central core, surrounded by 6 competence sub-groups (termed here as planets). These subgroups are in turn surrounded by 3 outer sub-groups. These building blocks or competence sub-groups can be graphically represented by 3 inversed triangles as shown in the figure below, as the Mechanical Engineering Meta-Profile. Competences affiliated to each building block is shown adjacent to each sub-group.

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ME-Core Design, Manufacture and Operation of Mechan ical Systems Planet-1 Mechanical Engineering Sciences Planet-2 Innovation and Creativity Planet-3 Managerial and Behavioral Skills Planet-4 Quality Planet-5 Communication and Interpersonal Skills Planet-6 Professionalism and Ethics Space-1 Entrepreneurial Skills Space-2 Community Engagement Space-3 Sustainability

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Table (12) Generic and Subject-Specific Competencies Coded by [Rank-Type (G or S)–Old Order],

As Identified through Analysis of Consultation Resu lts Generic Competencies (G) Subject-Specific Competencie s (S)

01-G-01 Ability for conceptual thinking, analysis and synthesis

02-G-04 Ability to translate knowledge into Practice

03-G-10 Ability for creative and innovative Thinking

04-G-11 Leadership, management and team work skills

05-G-05 Objective decision making and practical cost effective problem solving

06-G-06 Capacity to use innovative and appropriate technologies

07-G-17 Self confidence, entrepreneurial spirit and skills

08-G-02 Professionalism, ethical values and Commitment to UBUNTU *

09-G-03 Capacity for critical evaluation and self awareness

10-G-08 Ability to learn to learn and capacity for lifelong learning

11-G-12 Communication and interpersonal skills

12-G-09 Flexibility, adaptability and ability to anticipate and respond to new situations

13-G-13 Environmental and economic consciousness

14-G-07 Ability to communicate effectively in official/national and local language

15-G-15 Ability to work independently

16-G-14 Ability to work in an intra and intercultural and/or international context

17-G-18 Commitment to preserve and add value to the African identity and cultural heritage

18-G-16 Ability to evaluate, review and enhance quality

01-S-01 Ability to apply knowledge of the basic and applied sciences of ME

02-S-04 Capacity to conceive, analyse, design and manufacture mechanical products and systems

03-S-02 Ability to identify, evaluate and implement the most appropriate technologies for the context in hand

04-S-03 Capacity to create, innovate and contribute to technological development

05-S-05 Skills in planning and executing ME project s

06-S-19 Capacity to employ ME skills to transform local national resources into products or services through value addition

07-S-13 Providing ME solutions to societal problems for sustainable development

08-S-15 Skills in using information technologies, software and tools for ME

09-S-07 Capacity to operate, maintain and rehabilitate ME systems

10-S-08 Skills in evaluating the environmental and socio-economic impact of mechanical projects

11-S-12 Capacity for spatial abstraction, graphic representation and engineering drawings

12-S-06 Capacity to supervise, inspect and monitor ME systems

13-S-09 Capacity to model and simulate ME systems and processes

14-S-16 Capacity to interact with multidisciplinary groups towards developing integrated solutions

15-S-10 Skills in selecting, mobilising and administe ring material resources, tools and equipment cost-effectively

16-S-11 Capacity to integrate legal, economic and financial aspects in decision-making in ME projects

17-S-14 Skills in safety and risk management in ME Systems

18-S-17 Skills in employing quality control techniques in managing materials, products, resources and services

19-S-18 Capacity to conduct life cycle assessment for products and systems

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Table (13) Construction of Mechanical Engineering Meta-Profile: Conceptual Basis

Core Design, Manufacture and Operation of

Mechanical Systems Core-Affiliated Competencies 02-S-04 04-S-03 09-S-0 7 03-G-10 06-G-06 01-G-01

Associated Planets Planet-1 Mechanical Engineering

Sciences 01-S-01 02-G-04

Planet-2 Innovation and Creativity 13-S-09 03-S-02 06-S-19 08-S-15 Planet-3 Managerial and

Behavioral Skills 04-G-11 05-G-05 05-S-05 12-S-06 15-S-10

Planet-4 Quality

17-S-14 18-G-16 18-S-17

Planet-5 Communication and Interpersonal Skills

11-S-12 14-G-07 11-G-12 08-S-15

Planet-6 Professionalism and Ethics

08-G-02 09-G03 10-G-08 16-S-11

Outer Spaces Space-1 Entrepreneurial

Skills 07-G-17 03-G-10 06-G-06

Space-2 Community Engagement 07-S-13 16-G-14 17-G-1 8 06-S-19 Space-3 Sustainability

19-S-18 13-G-13 10-S-08 16-S-11

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5. Institutional reports: Bridging between Meta-profile and reality

Report of Jimma University (ETHIOPIA) Venkata Ramayya Ancha

• Degree: B.Sc in Mechanical Engineering at Jimma University , Jimma, Ethiopia • Description of the process followed:

At first, the number of responses emanated from Jimma University to the overall consultation process in Mechanical Engineering subject area was reviewed and the % contribution from Jimma University ,as shown in Table 1. given above, is found to be disproportionately higher reflecting the current status as well as a higher degree of resemblance with the Meta-profile conceived and agreed to at Cape Town meeting. A comparative assessment of the existing graduate and program profiles of B.Sc in Mechanical Engineering at Jimma University (JU) was taken up through round table discussions with staff, brainstorming sessions within each of the mechanical engineering sub-specialization area groups as well as with the graduating batch of students who have just returned from a six month industrial internship by soliciting their views vis-à-vis the status and reality, coincidences and differences besides cause and effect relationships.

• Presentation of the degree profile of the degree profile of the University

The graduate profile for mechanical engineering at Jimma University is shown below along with the program profile for its realization.

B.Sc Program profile

• Coincidences with the meta-profile agreed at subject area level

All of the general and specific competencies based on which the meta-profile has been constructed at Cape Town meeting has been addressed through different courses (mandatory and electives put together) in the B.Sc program profile at Jimma University. In fact, the Jimma University Mechanical Engineering (Professional, Graduate and Program) profile has been used as a reference in constructing the Meta-profile and hence the coincidence is striking. As a follow up to the Tuning Africa project at Jimma University, modularization of the teaching –learning process with competency based education (outcome based instruction which adaptive to the changing needs of students, teachers and the community) is being implemented right now.

ECTS distribution (%) in the program

Knowledge Requirement 20

Technical abilities& Skills 14

Analytical & Computa.Skills 12.5

Reasoni. & Prob.Sol Skills 19

Communication Skills 4

Managerial & Behav. Skills 15.5

Community based Education 13 Eco Friendli.& Quality Consci.. 2

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• Differences with the meta-profile agreed at subject area level

Even though ME curriculum at Jimma University is well structured and balanced (with international accreditation), there are some differences which need to be looked into and rectified. Taking into account the present Ethiopian industrial scenario, JU ME curriculum has been devised as a Broad-Based Mechanical Engineering program with a limited degree of streamlining through the introduction of three elective subjects with options under each of them. For example, subjects like Total Quality Management, Product Design and Development (where product life cycle costing is included) are elective subjects. To improve the coverage under Innovation & Creativity, Quality some of the subjects need to be made mandatory. In addition a comparison of the Program profile with weightages under different elements shown earlier indicates inadequate coverage on quality and environmental consciousness fronts. Even though environmental impacts are getting covered under different subjects, there is a need to introduce a common subject like Sustainable Development with Sustainability metrics included. People Consulted and reflections Table 2. Staff members selected for discussion and review Sl. No Name of Staff Specialization Experience (ye ars) 1 Mr. Balewgize Amare Thermal Engineering 8 2 Dr. Getachew Shunki Energy 10 3 Mr. Abiyou Solomon Applied Mechanics & Design 8 4 Mr.Solomon Bayou Material Science 7 5 Mr.Yegetaneh Tesfaye Industrial Engineering&

Mechatronics 5

6 Mr.D.K.Rao Manufacturing 15 Extensive discussions with staff and students revealedsome of the contributing factors for the gap in importance and achievement of the general and specific competencies as mentioned below.

i) Lack of qualified & experienced staff in some specialized subjects despite a good curriculum

ii) Variations in teaching effectiveness in the same subject taught by different instructors iii) Lack of sufficient resources for practical instruction affecting the acquisition of practical

skills iv) Lack of staff and student exchanges affecting the mobility to a certain extent

Profile adjustments/Profile suggested for the University Against the existing profile shown earlier, the suggested profile with modifications and additions highlighted in different colors are shown as below as a follow up of the meta-profile agreed to at Cape Town meeting.

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Conclusions The consultation process and the meta-profile agreed at Cape Town meeting has really helped in correcting the existing B.Sc profile of ME at Jimma University. In appreciation of the Tuning process initiated by this TUNING AFRICA project, modularization of the teaching-learning process with competency based education is being implemented at JU starting from this academic year 2012-13. Apart from this, an initiative has been launched to harmonize the Mechanical Engineering curricula in different universities in Ethiopia as a way forward. With more and more staff and student exchanges likely to be realized through networking with other universities, this project with a high benefit – to- Cost ratio is likely to have a greater impact on development in Africa as a whole.

Innovation & Creativity

Managerial and Behavioral skill

Sustainability

Mechanical Engineering

Design of

Creative Solution to Problems

Knowledge Requirement

Communication Skill

Quality

Community Engagement

Technical Abilities

and Skills

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Report of University of Yaounde I (CAMEROON) Danwe Raidandi

Case study of The National Advanced School of Engineering of the University of Yaounde I,

A- DESCRIPTION DU PROCESSUS SUIVI

Après la rencontre de Cape Town en Afrique du Sud, les compétences génériques et spécifiques déterminées à Yaoundé ont été utilisées pour construire les métas profiles des formations en génie mécanique. En vue de la préparation de la rencontre de Bruxelles, le travail à faire consistait à comparer la formation en cours dans notre université/école à ces métas profiles. Pour le faire, nous avons traduit le programme disponible en termes des méta-profiles disponibles. Ainsi, nous avons pu déterminer les méta-profiles non contenu dans notre formation actuelle à l’Ecole Nationale Supérieure Polytechnique de Yaoundé. Ce travail a été réalisé à travers des échanges et discussions par quelques enseignants de la spécialité.

B- DESCRIPTION DU PROFIL DE FORMATION CHOISI

1) A l’Université de Yaoundé I, Ecole Nationale Supérieure polytechnique (ENSP) Formation : Diplôme d’ingénieur en Génie Mécanique (Mechanical Engineer Diploma) 2) PROFIL DE FORMATION

TYPE DE DIPLÔME & DURÉE Diplôme d’Ingénieur (master), obtenu après 5 années de formation. INSTITUTION Ecole Nationale Supérieure polytechnique (ENSP) de l’Université

de Yaoundé I ORGANISME D’ACCREDITATION Ministère de l’Enseignement Superieur du Cameroun PÉRIODE DE RÉFÉRENCE Depuis 1999, l’ENSP délivre le diplôme de en génie mécanique et

en génie industriel. CYCLE / NIVEAU La formation est répartie sur deux cycles.

- Le premier cycle (tronc commun)d’une durée de 2 années. - Le second cycle (cycle de spécialité) d’une durée de trois

années.

BUT GENERAL :

La formation d’ingénieur Génie Mécanique est orientée le développement et construction. A ce titre, elle vise à former les ingénieurs aptes à : • maîtriser l’étude, la conception et la fabrication des éléments

mécaniques des systèmes ; • maîtriser les techniques de production, de transport, et

d’utilisation de l’énergie ; • Assurer la maintenance et la logistique dans les entreprises • Donner les aptitudes aux ingénieurs pour la création des

entreprises

CARACTERISTIQUES 1. DISCIPLINE (S) /DOMAINE (S)

D’ÉTUDE : • Disciplines de spécialité Génie Mécanique (mécanique,

construction, fabrication, thermique, matériaux, maintenance, calcul des structures, énergétique) 70 %

• Disciplines complémentaires (Informatique, électronique, automatisme) 10 %

• Projets, Management, droit et communication en entreprise 5

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% • Stage en entreprise : 15%

CARACTÈRE GÉNÉRAL OU SPÉCIALISÉ

le diplôme est plus orienté vers les spécialités Mécanique et Energétique

ORIENTATION

Le diplôme est une combinaison de formation pratique, professionnelle, et de la recherche.

CARACTÉRISTIQUES DISTINCTIVES La formation comporte deux stages obligatoires en entreprise

EMPLOYABILITE

les principales opportunités d’emploi du programme sont un poste d’ingénieur en entreprise. Le diplôme confère à son titulaire le titre d’ingénieur réglementé au niveau national et protégé par la loi.

POURSUITE DES ETUDES

Le diplômé peut poursuivre ses études : - En vue d’un master recherche et d’un PhD dans la même

spécialité - En vue d’une recherche de compétences en management, et

entreprenariat.

APPROCHES DE L’APPRENTISSAGE ET DE L’ENSEIGNEMENT

Guidé par l’enseignant, l’apprentissage comprend des cours magistraux, des travaux dirigés, des travaux pratiques, des projets et des stages.

MÉTHODES D’ÉVALUATION L’évaluation comprend : le contrôle continu, l’examen et éventuellement les travaux pratiques. Dans le cas de projets, il s’agira d’une série des travaux et un travail de synthèse.

C- ANALYSE DU PROFIL DE FORMATION COMPARATIVEMENT A VEC LES META-PROFILES ADOPTES A CAPE TOWN:

Eléments de

coincidence Eléments de différence

ME-Core Design, Manufacture and Operation of Mechanical Systems

Clairement identifié Certaines applications comme propulsion et aérospatiale nous semblent très spécialisées.

Planet-1 Mechanical Engineering Sciences

Clairement identifié Poids très élevé, quasiment comme le ME-Core. Certaines compétences comme l’aptitude à résoudre les problèmes (méthodes mathématiques) semblent insuffisamment présentes.

Planet-2 Innovation and Creativity

Pas clairement identifié dans le profil de formation

Planet-3 Managerial and Behavioral Skills

Partiellement identifié dans le profile de formation

Les aptitudes comportementales ne sont pas prises en compte.

Planet-4 Quality Clairement identifié Poids très faible dans le profil de formation Planet-5 Communication and

Interpersonal Skills Clairement identifié

Planet-6 Professionalism and Ethics

Pas clairement identifié dans le profil de formation

Space-1 Entrepreneurial Skills clairement identifié dans le profile de formation

Space-2 Community Engagement

N’existe pas dans le profil de formation

Space-3 Sustainability N’existe pas dans le profil de formation

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Analyse des poids des différents éléments dominants Les éléments de ME-Core (Design, Manufacture and Operation of Mechanical Systems) et Planet-1(Mechanical Engineering Sciences) ont des poids très élevés par rapport aux autres métas profiles. Comparativement aux métas profiles adoptés à Cape Town, certains éléments n’existent pas dans le profile de notre formation. Il s’agit selon moi d’une non prise en compte de l’impact de la formation dans son milieu ainsi que des préoccupations environnementales, choses par ailleurs très primordiale pour un pays en développement. People consulted Conformément aux recommandations des organisateurs, 6 enseignants du département Génie Industriel et Mécanique, dont un à l’Université de Ngaoundéré, et un autre à l’Université de Dschang ont été associés. Chacun a pu donner ses observations et remarques par rapport aux différences identifiées.

Profile adjustments/Profile suggested for the unive rsity Les méta-profiles suivants doivent être pris en compte dans la formation de l’ingénieur génie mécanique de l’ENSP de Yaoundé : innovation et créativité, Ethique professionnelle, Engagement dans la communauté, et développement durable. Conclusions A l’issue de cette analyse de la formation de l’ingénieur génie mécanique de l’ENSP de Yaoundé, l’analyse en termes de métaprofiles permettra d’améliorer les curricula en prenant en compte tous les éléments importants pour la formation d’un ingénieur.

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D. REPORT OF MEDICINE

Generic and Specific Competences for Graduates in M edicine in Africa

Preamble In the first meeting of the group in January 2012, in Yaoundé, Cameroon, the draft of Generic and Subject-Specific Competences for Graduates in Medicine in Africa was agreed. In preparing this draft, the group wished to acknowledge that they had drawn heavily on the structure, headings and outcomes defined in the Tuning Project (Medicine) - Learning Outcomes/Competences for Undergraduate Medical Educ ation in Europe [ Cumming AD, Ross MT (2008). Edinburgh: The University of Edinburgh. Available online: www.tuning-medicine.com http://www.tuning-medicine.com] The group also wish to acknowledge the competences drawn up by the Tuning Latin America Medicine subject area group and the UK General Medical Council publication Tomorrow’s Doctors which informed their discussion. Although these three publications informed and helped the group the members wish to stress that in their review of outcomes they sought to focus on outcomes of particular relevance for medical graduates in Africa A copy of the Competences, generic and subject-specific, agreed at the first meeting is attached as an Annex to this report. Subject Specific Competences The group identified 14 core subject specific competences and within each of these a subset of the related key competences and skills essential for a graduate in Medicine. In its discussion the group was conscious of the need to acknowledge and recognise international standards, while at the same time emphasising and identifying core African values and requirements. Following the tested practice of previous Tuning projects in other regions of the world an extensive consultation process was carried out through the means of questionnaires widely circulated among participant universities, employers, students and graduates. The questionnaires included a single list of generic competences, which was compiled on the basis of the generic competences proposed by each of the five subject groups in the project– the majority of these reflected those agreed by the Medicine Group. However, in publishing its report, the Medicine group is anxious that its original list of generic and detailed subject-specific competences should be included so that the 14 overarching subject-specific competences with their associated key competences and skills can be fully understood and appreciated and at the same time set in the context of the generic competences for graduates in Medicine in Africa which were agreed by by the group. Outcomes of the consultation At its meeting in Cape Town, in May 2012, the group was pleased to have the detailed results of the consultation process. Generic competences Reviewing the results of the consultation on generic competences, it was evident that although the rankings of the different groups of respondents – academics, employers, students and graduates –

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might be different, they all agreed in ranking four of the competences in their top five. The four on which they agreed were:

• ability for conceptual thinking, analysis and synthesis; • professionalism, ethical values and commitments to Ubuntu; • ability to translate knowledge into practice; • objective decision making and practical cost effective problem solving

As their fifth choice (not necessarily ranked fifth) Academics included

• the ability to learn to learn and capacity for life-long learning. Employers included

• leadership, management and teamwork skills. Students included

• capacity to use innovative and appropriate technologies. Graduates included

• flexibility, adaptability and ability to anticipate and respond to new situations. Subject specific competences There was slightly less consensus in the choice and ranking of the subject-specific competences although all four groups ranked three competences in their top five. These were:

• Take a patient’s history NB: It should be noted that in the original formulation of the group (see attached annex 1) this is seen as one of the sub set of skills of the overarching core competence – Carry out a consultation with a patient. The group’s view is that it would not be inappropriate to interpret the outcome of the questionnaire as endorsing this overarching competence. The other two competences ranked in the top five by all four groups were:

• Assess clinical presentations; order investigations; make differential diagnoses and negotiate a management plan;

• Carry out a full physical clinical and symptomatic examination of adults (male and female) and children.**

NB: **This was perceived by the group in their preparation of the competences as an aspect of the overarching competence – Carry out a consultation with a patient. With the exception of the graduates, the three other groups included:

• Use information, information technology and up-to-date relevant and effective technology effectively in a medical context. (It should be noted that in the generic competences responses graduates included this in their top five ranking).

Academic and students included

• Recognise the health needs of the community and engage with the community in the promotion of health and health education.

NB: The medical group in their original document expressed this under the overarching competence • Engage with the population in the promotion of health and health education.

Two groups (employers and graduates ) included

• Apply the principle skills and knowledge of evidence based medicine

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Only one group - graduates included • Provide immediate care of medical emergencies including first aid and resuscitation.

Having reviewed the ranking of the five top competences, the group reviewed the consultation outcomes of the evaluation of the importance of each of the competences and was pleased to note that all competences were ranked as of high importance with no competence obtaining an average lower than 3.51 and the majority with an average score of 3.7. (For the generic competences the lowest score was an average of 3.35). On the other hand there is a serious and perceived gap between the rating of the importance of the competence and the assessment of the level of achievement. While academics tended to be more generous in their assessment than employers, students and graduates the results from all four groups recorded a much lower score for achievement in relation to perceived importance. This presents a serious learning, teaching, assessment and curriculum challenge which medical schools will need mto take into account. While the group felt that the process of consultation had been most valuable and had helped to highlight areas on which the group should focus in its further consideration of requirements for a Medical graduate in Africa, it also recognised the inevitable limitations in a process which asks for a 1 – 5 ranking of competences. It wishes to stress that the ranking needs constantly to be set against the contrasting high rating of the importance of each of the 14 competences which were identified by the group. The high score for the importance of each of the competences is considered to be an effective validation of the competences The group also wishes to stress that Medicine is at one and the same time an academic and a strongly vocational subject. It is a subject area which is multi-disciplinary and interdisciplinary. It requires knowledge and understanding not only of basic Sciences, Social Sciences and Humanities (e.g. .Philosophy, Ethics, Language) but an ability to combine and integrate these, together with effective technical skills. In this context, all four groups of stakeholders - academics, employers, students and graduates – need to be aware of the perspectives, needs and objectives of each of the other groups. Thus when employers give a low rating to achievement in a competence academics need to respond appropriately, since together with recent graduates, employers are probably in the best position to assess the actual level of achievement as well as the importance of the competence for the effective practice of medicine. At the same time, academics need to have a more open dialogue with each of the groups. For example, the consultation seems to suggest that creativity is not highly rated by employers but creativity could be argued to be not only an important life or generic skill but for a graduate in Medicine in Africa, could be of critical importance . It is also a matter of concern that while graduates attach considerable importance to

• provide the immediate care of medical emergencies, including first aid and resuscitation (average score 3.83) they rate their achievement in this competence only as Satisfactory.

Following the review of the consultation outcomes, the group focused on developing and defining the profile of a Medical graduate in Africa. A key point of consensus is that, while the detailed curriculum in medicine should and will vary from institution to institution, and between regions and countries, the competences that are required of a graduate in Medicine at the end of the basic education and training are effectively universal. Consequently although ranking is a useful indicator of where priorities might lie, in effect, all graduates in Medicine must be expected to have achieved an effective competence in each of the core areas of the subject.

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At the same time, Medicine is a highly dynamic subject with the curriculum constantly requiring review, updating and revision to cope with contemporary social, economic and scientific needs and in response to changing political perspectives.. In reviewing the outcomes of the consultation and drawing on their own experience, the group explored the potential architecture for a profile of a Medical graduate in Africa. It identified clusters of skills and competences and following intensive transnational and trans-language working groups, i.e. mixing Francophone and Anglophone, consensus was reached. The group started with the concept of the ‘pillars’ which are essential to support and establish the architecture for a graduate in general medicine. It identified seven ‘pillars’ which provide the basis for the meta profile of a Medical graduate in Africa. These are

• Clinical expertise and knowledge • A community and environmental health focus • Professionalism • Effective and sensitive communication • Teamwork – leadership – management • Engagement in a learning journey – Continuing Professional Development • Adaptability to ICT and new technology

Within these seven ‘pillars’ the group wish to highlight specific African features. Hence a community and environmental health focus is considered to be particularly relevant for African graduates who will find themselves working in challenging urban and rural contexts which will demand that they focus on the particular and specific needs of that community. Similarly effective and sensitive communication, has particular resonance in Africa recognising not only language and educational differences but also social, economic and cultural factors. Adaptability to ICT and new technology involves not simply the need to be competent but also to recognise the variety of practical challenges in many rural and even urban African situations. While the concept of ‘pillars’ provides a valuable starting point for establishing the profile of a graduate in medicine in Africa it was not felt to reflect either the complexity or the integrated nature of the requirements for the complete Medical graduate combining academic knowledge and understanding with strong technical competences. All these skills and competences are at the same time essential and interdependent and so the group sought to represent this in an integrated way with clinical expertise and knowledge at the core (see graphic representation below). This meta-profile seeks to reflect the elements which should be manifest in a graduate in medicine in Africa – a practitioner who should always respond to the needs of the community, be open and sensitive in interpreting and communicating , able to work as a member of a team, committed to a life-long learning journey and to professional development and manifesting all the attributes of professionalism. Annex 1 Generic and Specific Competences for Graduates in M edicine in Africa This is the first draft of the Generic and Specific competences for Graduates in Medicine in A frica .These were agreed by the members of the Tuning Africa Subject Area Group for Medicine at its meeting in Yaoundé, Cameroon, January 2012. The group wish to acknowledge that they have drawn heavily on the structure, headings and outcomes defined in the Tuning Project (Medicine) publication - Learning Outcomes/Competences for Undergraduate Medical Educ ation in Europe [ Cumming AD, Ross MT (2008) The Tuning Project (medicine) The University of Edinburgh. Available online: www.tuning-medicine.com http://www.tuning-medicine.com]

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The group also wish to acknowledge the competences drawn up by the Tuning Latin America Medicine subject area group and the UK General Medical Council publication Tomorrow’s Doctors which informed their discussion. Although these three publications informed and helped the group the members wish to stress that in their review of outcomes they sought to focus on outcomes of particular relevance for medical graduates in Africa. Generic Competences

1. Understanding of and ability to apply Ethical Principles 2. Ability for conceptual thinking, analysis and synthesis 3. Practical, cost effective, problem solving and objective decision making 4. Flexibility and adaptability 5. Capacity for continuous learning 6. Leadership, management and team work skills 7. Interpersonal and communication skills 8. Capacity to use appropriate and innovative technologies 9. Sensitivity to diversity 10. Sensitivity to safety and the environment 11. Effective communication in the official/national and relevant local language 12. Ability and initiative to apply knowledge in practice 13. Ability to evaluate, review and enhance quality 14. Sensitivity to social responsibility 15. Recognition of personal limitations

Specific competences for Graduates in medicine in A frica Graduates in medicine in Africa will have the abili ty to : 1. Carry out a consultation with a patient

• take a patient’s history • carry out a full physical clinical and symptomatic examination of adults (male and female) and

children –[ be able to listen to and interpret heart beats, palpate the abdomen, undertake rectal and vaginal examinations, undertake Ear, Nose and Throat examinations]

• make clinical judgements and decisions; • assess communicable diseases; • provide explanation and advice; • provide reassurance and support; • assess the patient's mental state

• 2., ‘Assess clinical presentations, order investiga tions, make differential diagnoses,

and negotiate a management plan’ • order appropriate investigations and interpret the results; • make differential diagnoses; • consider endemic and communicable disease; • negotiate an appropriate, practical and therapeutic management plan with patients and

families; • provide care of the terminally ill and their families; • manage chronic illness; • identify vulnerable children and adults

3. ‘Provide immediate care of medical emergencies, including First Aid and resuscitation’ • recognise, assess and as appropriate refer acute medical emergencies; • treat acute medical emergencies; • provide basic First Aid ( including mouth to mouth resuscitation, heart massage, use of a

defribulator); • provide basic and advanced life support according to current standard guidelines; • provide trauma care according to current standard guidelines;

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• perform appropriate emergency surgical and obstetric procedures 4. ‘Prescribe drugs clearly and accurately, explain pot ential benefits and risks, ’

• prescribe clearly and accurately; • match appropriate drugs and other therapies to the clinical context; • review the appropriateness of drug and other therapies; • evaluate and explain potential benefits and risks; • in prescribing take careful account of the socio-economic context of the patient; • manage pain and distress; • understand, consider and explain drug-drug/food interaction

5. ‘Carry out practical procedures’

• measure blood pressure; • venepuncture and veins cannulation; • administer IV therapy and use infusion devices; • subcutaneous and intramuscular injection; • perform a lumbar puncture move and handle patients; • bladder catheterisation; • bougienage; • otoscopy; • fundoscopy; • foreign body removal; • carry out non or minimally invasive ENT procedures • reduction of fractures/dislocation; • application of plaster of paris; • surgical suturing; • exchange and normal blood transfusion; • administer oxygen; • electrocardiography; • basic respiratory function tests; • urinalysis; • manage a normal delivery (birth)

6. ‘Communicate effectively and sensitively in a med ical context’

• with patients and colleagues; • with empathy in sharing bad news with families; • with people who are physically and/or mentally challenged; • in seeking informed consent; • in writing (including medical records) and in non-verbal communication; • in dealing with aggression; • by telephone; • with those who require an interpreter • with authorities

7. ‘Apply ethical and legal principles in medical p ractice’

• maintain confidentiality; • apply ethical principles and analysis to clinical care; • obtain and record informed consent; • certify death; • request autopsy; • apply national law to clinical care; • where appropriate refer a patient for specialist care

8. ‘Assess the psychological and social aspects of a p atient’s illness’

• assess psychological and social factors in the presentation and impact of illness; • detect stress in relation to illness;

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• detect substance abuse, dependency 9 ‘Apply the principles, skills and knowledge of evide nce-based medicine’

• apply evidence to practice; • define and carry out an appropriate literature search; • critically appraise published medical literature

10 ‘Use information and information technology effectiv ely in a medical context’

• be committed to the effective use of up to date, relevant and effective technology; • keep accurate, complete and detailed clinical records; • be able to access information sources; • be able to store and retrieve relevant data

11. ‘Engage with population in the promotion of he alth and health education’

• recognise the health needs of the community; • engage in health education and promotion for the individual and the community; • provide patient care which minimises the risk of harm; • apply measures to prevent the spread of infection; • recognise own health needs so as not to interfere with professional responsibilities; • conform with professional regulation and certification to practise; • receive and provide professional appraisal; • make informed career choices

12. Demonstrate Professional attributes

• interpersonal skills; • probity, • honesty, • ethical commitment; • commitment to maintain good practice and quality; • critical and self-critical abilities, reflective practice; • empathy; • creativity; • initiative;

13. Work effectively as a Professional • ability to recognise limits and ask for help; • flexibility and capacity to deal with uncertainty and adapt to new situations; • ability to lead; • ability to work autonomously; • ability to solve problems; • ability to make decisions; • ability to work in a multi-disciplinary team and communicate with experts in other disciplines; • capacity for organisation and planning (including time management) • recognise the need to take action if a colleague’s health, performance or conduct is putting

patients at risk

14. Demonstrate expert qualities • capacity for analysis and synthesis; • capacity to learn (including lifelong self-directed learning); • capacity for applying knowledge in practice; • ability to teach others; • research skills

Tuning Africa – Cap Town, 15-17 mai 2012 Medical Metaprofile Pr Abdelhaq ALAOUI YAZIDI, Faculté de Médecine, Université Cadi Ayyad, Marrakech, Morocco

Clinical Expertise

Community / environemental

health focus

Cognitive competence

Skills

Methodological competence

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Institutional reports: Bridging between Meta-profile and reality Report of Suez Canal University (EGYPT) Ahmed El-Gohary, M.D. Discussion Group Members :

1. Ahmed El-Gohary, Pof. of clinical pathology, FOM/SCU, Group Coordinator; 2. Somaya Hoseny, Dean, Faculty of Medicine, SCU, Prof. of Histology; 3. Bader Mosbah, Vice-Dean for Graduate Study, Prof. of Paediatrics; 4. Yasser El Wazeer, Chairman, Physiology Department, Prof. of Physiology; 5. Gamela Nasser, Prof. of Cardiology; 6. Nahed Gooma, Assistant Prof. of Bacteriology, Coordinator of Phase I, FOM/SCU; 7. Mona Ghalaly, Coordinator of Phase III (Clinical Phase), FOM/SCU.

Place : Dr. Ahmed El-Gohary’s office, FOM/SCU, Ismailia-Egypt Two meeting on : 9.9.2012 and 23.9.21012 and correspondences using email. Methodology of discussion: The group applied instructive discussions, started with introduction to the ‘Tuning Africa-EU” project including: aim, objective (1ry & 2ry), structure of the project and the expected outcome. This introduction was done by sending, before hands, a short text summary of the project, PPT summarising the project, as well as list of the generic and specific competences produced by the medical team of the project. The group defined the skills, competences, ILOs implemented at our university. This was followed by scanning of the generic and specific competences produced by the Tuning Africa project. The focus included, how fare those competences are complete (no missing skills), their presence/absence in the undergraduate curriculum and their weights (expressed in duration and times of exposure in the curricula) at the University and the ways for assessment. Consulting with other colleagues in charge for coordinating the second and third phases and with students was done to resolve any uncertainty rose during the discussions. The conclusions out of the discussions are shown in the two following tables. The diagram presenting the meta-profile of medical graduate in Africa was shared among the small discussion-group by email. The overall feedback showed an agreement that the diagram is sincere to reflect the needed competences and skills as expressed. Moreover, this diagram can inspire our students to realise easily, what they should exert and gain in their learning path. This diagram should be presented to our medical students in poster format. Organising discussions about it with our students in order to make sure that the messages reflected from this diagram (posters) is understood and well received. The following step is to share the meta-profile diagram with other medical schools in the country. However, a colourful artistic touch to the diagram will be more appealing and attractive to match the students’ mood! Conclusions : The discussion group did not identify more skills and competences to be included in the provided list. Although Most of the generic and specific competencies were present in the curricula of the FOM/SCU, there is a doubt regarding the assessment of some of those skills as expressed in the tables. There is an urgent need to develop the methods and abilities for assessment of the soft (mostly non-medical) skills and competences.

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Without sharing the product of the pilot project “Tuning-Africa” with other universities at the national level, the outcome of the project will be limited; considering that more than 90,000 medical students are enrolled in the 1st cycle and the total number of students in HE is more than 2.5 million in Egypt (accounting fifth of the total number of students in Africa). Generic Competences of Medical Graduate FOM/SCU,

GENERIC COMPETENCES

DEVELOPED BY UNIVERSITY DEGREE

CURRICULUM ASSESSMENT

1. Understanding of and ability to apply Ethical Principles.

Y

• Human rights taught in phase 1, 3

• Parts in learning problems

• In field training

• Written exams • Clinical and

field training checklists

2. Ability for conceptual thinking, analysis and synthesis Y

• Through the implementation of the Problem Based Learning (PBL)

• In class evaluation checklist

• Problem solving written and practical exams.

3. Practical, cost effective, problem solving and objective decision making Y

4. Ability to translate knowledge into practice Y • Clinical skills • Clinical rotations

Respective evaluation

5. Flexibility and adaptability Y Not present in the program specs, informally present, (in-job training)

?

6. Capacity to use innovative and appropriate technologies Y Indirect learning, driven

demand. ?

7. Ability to communicate effectively in official/ national and local language Y/N Suboptimal level. Not

directly assessed ?

8. Capacity For Continuous Learning Y Through SDL assignments Included in assessment

9. Sensitivity to safety and the environment Y Infection control policies Lab precautions

?

10. Sensitivity to diversity N

11. Leadership, management and team work skills Y

• Course in family medicine

• Through projects, class work, the batch representatives

Respective evaluation

12. Communication and interpersonal skills Y • Family medicine

lectures • Field training

• Exams • Checklists

13. Ability to evaluate, review and enhance quality Y Students are trained at the

Quality Assurance Unit ?

14. Sensitivity to social responsibility Y • Students participating on voluntary basis

?

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Y= yes N= No ?= not assessed SUBJECT SPECIFIC COMPETENCE

• Working in NGOs

15. Recognition of personal limitations Y Family medicine Clinical training

• Exams • Checklists

SUBJECT SPECIFIC COMPETENCE

DEVELOPED BY UNIVERSITY DEGREE

HOW HOW IT IS ASSESSED

4. ‘Prescribe drugs clearly and accurately, explain pot ential benefits and risks, ’ • understand, consider and explain drug-drug/food

interaction

Y

• Emergency course taught in year 1, 4, 6

• Internship

Redundancy in evaluation

1. Communicate effectively and sensitively in a med ical context • in dealing with aggression; • by telephone; • with those who require an interpreter • with authorities

Y

• CLINICAL SKILLS

• Clinical rotation

Not included in the assessment systems.

2. Apply ethical and legal principles in medical pr actice • request autopsy; No - -

11. Engage with population in the promotion of heal th and health • recognise own health needs so as not to interfere with professional responsibilities; • conform with professional regulation and certific ation to practise; • receive and provide professional appraisal; • make informed career choices;

Y

Some topics are tough indirectly, through tutorial activities, student workload, etc...


12. Professional attributes • empathy; • creativity; • initiative;

Y

Community medicine in year 4, 6


13. Professional working • recognise the need to take action if a colleague’s health, performance or conduct is putting patients at risk

Y

The discussion group recognise that it is in the culture to make an official attack. However, it can be done at the bilateral level.

-

14. The doctor as expert • capacity for analysis and synthesis; • capacity to learn (including lifelong self-direct ed learning); • capacity for applying knowledge in practice; • ability to teach others; • research skills

Y

Through community and family medicine courses

Not clear and detected as prominent items in the assessment.

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Report of Université Cadi Ayyad (MARRAKECH) Abdelhaq ALAOUI YAZIDI Méta profil déterminé à Cap Town : Il est basé sur les piliers suivants : - Clinical expertise and Knowledge (methodological competence and skills) - Community and environemental health focus - Professionnalism - Communication - Teamwork/leadership/Management - Learning journey/ ICT and new technology Groupe d’enseignants de la FMPM ayant participé à l a discussion - Pr. Abdelhaq ALAOUI YAZIDI, doyen de la FMPM - Pr. Badia BELAABIDIA, vice doyenne à la recherche et coopération - Pr. Lamia ESADOUNI, chef de département de médecine - Pr. Mohamed AMINE, chef de département de médecine communautaire 1. Choix du diplôme de l’université et domaine - Domaine de médecine - Université : Cadi Ayyad de Marrakech - Il s’agit du diplôme de doctorat en médecine générale. Ce diplôme est national et commun à toutes les facultés de médecine du Maroc 2. Profil du diplôme Le profil classique repose essentiellement sur l’expertise clinique . Cependant le projet de réforme des études médicales entrepris au Maroc ces dernières années a déterminé le futur profil du médecin généraliste à former avec 3 champs d’activité et 6 piliers de compétences :

* 3 champs d’activité : - Démarche clinique - Communication avec les patients - Gestion d’un centre de soins et d’un cabinet médical

* 6 piliers de compétences - Gestion des soins de santé primaires et de 1ère ligne - Aptitude spécifique à la résolution de problèmes - Approche globale coordonnées et intégrée, centrée sur le patient et renforcée par une

formation médicale continue permanente - Orientation vers le contexte familial et communautaire - Capacité de suivi au long cours (soins continus et longitudinaux) - Aptitude à la coordination des soins

3. Analyse comparative entre le méta profil (déterminé à Cap Town) et celui préconisé à la faculté de médecine de Marrakech (Maroc)

A. Identifier les coïncidences

a. au niveau de l’expertise clinique - connaissances données assez importantes - apprentissage des gestes et pratique (Skills) - Facilité d’accès au patient au niveau de stages cliniques - Volume horaire des stages correct

b. Au niveau de la dimension communautaire/environn ement Notre profil correspond à celui du méta profil de Cap Town mais il ya des insuffisances. Les coïncidences concernent :1) prise en considération du coût/efficacité (conscience économique), 2) conscience environnementale (socio-culturelle). Mais ce qui manque c’est l’évaluation des aspects psychologiques et sociaux des maladies et la promotion de la santé.

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c. Au niveau du professionnalisme Il y a une grande insuffisance

d. Au niveau du travail en groupe/leadership et man agement Il y a une grande insuffisance

e. Au niveau de la formation continue/adaptabilité au TICE et nouvelles technologies Les nouvelles technologies sont enseignées mais il existe une insuffisance au niveau de la formation continue (learning journey) du moment que les étudiants en médecine n’apprennent pas à travailler activement.

f. Au niveau de la communication Il y des insuffisances : - le médecin ne sait pas communiquer en langue maternelle - n’explique pas suffisamment la maladie au patient ni les éventuelles effets secondaires

B. Identifier les différences Les grandes différences avec le méta profil de Cap Town portent sur la communication, le professionnalisme et le travail d’équipe qui restent insuffisamment développés. Le méta profil actuel de la faculté de médecine demande à être institutionnalisé à l’échelle nationale avec l’adoption définitive du projet de la réforme des études médicales qui a été élaboré en 2007. Ce travail a été précédé par une évaluation de la situation de la formation médicale au Maroc qui a mis en évidence certains nombre de dysfonctionnements :

1. Inadéquation formation/pratique

a- Formation scientifique: insuffisances - Tendance à la spécialisation (Incapacité à exercer la médecine générale ou de 1ère ligne) - Difficulté à établir de façon déductive un diagnostic de probabilité et de certitude avant les examens complémentaires - Faiblesse des capacités de synthèse (erreurs diagnostiques et thérapeutiques) - Incapacité à hiérarchiser les actes médicaux - Incapacité à expliquer au malade, de façon simple, la physiopathologie et les possibilités évolutives de sa maladie - Faible connaissance de la méthodologie de la recherche et de la rédaction scientifique et leur utilisation dans la pratique - Non maîtrise des actes médicaux et paramédicaux (tendance à les déléguer au personnel paramédical sans possibilité de les contrôler)

b- Faible formation humaine et psychologique

- Faible connaissance de la société marocaine, des habitudes sociales, des comportements sociaux, des réactions collectives face à la maladie, à la vie et à la mort, - Faible connaissance de l’abord humain du malade, (le malade étant considéré et traité comme une maladie, sans support psychologique, sans histoire personnelle, sans contexte socioculturel) - Vision centrée sur la maladie elle-même: (famille, entourage, profession, attentes et angoisses du patient sont exclus) - Faible formation psychologique avec ignorance des facteurs individuels de la maladie, des manifestations somatisées, des impacts psychologiques: le malade étant rarement vu dans sa globalité, - Faible ouverture sur les aspects non médicaux de la vie: vie culturelle, artistique, sociale

c- Absence de maîtrise des problèmes: santé communautaire, éthiques, la déontologiques et le relationnel - Faible connaissance du système de santé, des programmes sanitaires prioritaires, des stratégies spécifiques du Ministère de la Santé, relatives à certaines affections ou groupes d’affections, - Ignorance de l’épidémiologie nationale, incapacité à raisonner en tenant compte du profil épidémiologique du pays, - Faible implication des médecins privés dans les programmes de la santé (médecine communautaire et médecine familiale) - Faible tendance au travail en commun et à l’appel de confrères en consultation.

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- Incapacité à intégrer le facteur coût dans la pratique médicale - Absence de formation médicale continue structurée et évaluée, - Faible connaissance des concepts de base en éthique médicale et des lois et règlements relatifs à la médecine et à l’exercice médical

2. Perception de la population, des professionnels de santé et du politique vis-à-vis du médecin généraliste

a- Malaise évident - Population insatisfaite du niveau d’encadrement médical et de la qualité des soins offerts - Médecins généralistes peu satisfaits de leur pratique et des conditions d’exercice au niveau du terrain

b- Responsables politiques conscients - des lacunes du médecin généraliste - de la nécessité de revoir le cursus de formation de base - de revaloriser la médecine générale - de renforcer les mécanismes de concertation et de coordination entre tous les acteurs concernés 3. Conclusion Suite aux dysfonctionnements de la formation médicale au Maroc sus mentionnés, nous pensons le méta profil élaboré suite à cette constatation et qui doit être institutionnalisé et appliqué (voir Chapitre 2 du profil du diplôme), nous pensons que le méta profil élaboré à Cap Town répond à nos attentes en matière de formation du futur médecin généraliste et viendra corriger en garnde partie les dysfonctionnements constatés. Au niveau du méta profil de Cap Town, nous pensons qu’il faudrait faire sortir clairement au niveau du pilier de Teamwork/leasership/Management le fait que le futur médecin doit être capable de la gestion des soins de santé primaire et de 1ère ligne notamment au niveau d’un centre de santé ou d’un cabinet médical.

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Report of Université d’Alger 1 (ALGER) M. Benali Abdallah M. BENALI ABDALLAH – Professeur en Réanimation Médicale à l’Université d’Alger. Vice Recteur chargé des Relations Extérieures . Université d’Alger 1 Coordinateur du projet Tuning/Afrique/UE Médecine F. MERAD – Professeur en Chirurgie Digestive à l’Université d’Alger . Expert consultant Projets de recherches :Vice rectorat des relations extérieures Université d’Alger 1 Rapport Comparaison méta-profil de Cap Town /méta-profil Al ger Pour mener à bien notre rapport, nous avons étudié toutes les populations du méta-profil de Cap Town (profil de référence) : universitaire, diplômé, étudiant et employé. Dans l’étude du méta profil de notre université nous avons centré notre rapport sur le profil de l’étudiant en Médecine. Nous avons distribué 60 questionnaires identiques au questionnaire de référence (Cap Town) à des étudiants en spécialité. Les étudiants sont tous :

- docteur en Médecine - en cours de post-graduation - en poste dans un centre hospitalo-universitaire d’Alger.

20 étudiants en chirurgie générale, 20 étudiants en ophtalmologie , 20 étudiants en gastro-entérologie et 20 divers. Nous avons évalué uniquement des étudiants en Médecine d’Alger car le programme n’est pas totalement harmonisé dans les facultés de médecine d’Algérie. Nous avons adopté la même méthodologie : comparaison des courbes de moyenne (ratings) et des courbes de classement (ratings) pour l’évaluation du profil général et spécifique. Nous n’avons pas réalisé les tests de corrélation, car nous n’avons pas le méta-profil des universitaires, des diplômés et des employés algériens en Médecine. L’analyse point par point du méta-profil de référence (universitaire, employé, étudiant, diplômé) est nécessaire afin de le comparer au méta-profil de l’étudiant en Médecine d’Alger. Compétence General 1- Evaluation par moyenne (ratings)

Dans le méta-profil de référence, toutes les courbes de moyenne de la colonne « importance » sont au dessus des courbes « achievement ». Il y a donc un décalage entre la théorie et la pratique. La courbe « importance » est faiblement décroissante. Le niveau de satisfaction est élevée (entre 3-4) : Universitaire : max 3.86 min3.21 Employé : max 3.78 min3.27 Etudiant : max 3.76 min 3.35 (∆ 0.41) Diplômé : max 3.80 min 3.33 Avec un coefficient de corrélation >0.80, on note une mauvaise corrélation des étudiants avec les universitaires, les diplômés et les employés. La courbe « achievement » est nettement décalée vers le bas avec des items à peu près superposables. Universitaire : max 2.69 min 2.21 Employé : max 2.65 min1.95 Etudiant : max 2.62 min 2.15 (∆ 0.57) Diplômé : max 2.71 min 2.37 La corrélation est bonne uniquement entre étudiant et diplômé (>0.90).

A l’université d’Alger, on note beaucoup de ressemblance avec le méta-profil de référence: La courbe « importance » est élevée et faiblement décroissante. La pente est quasiment identique avec le méta-profil de référence.

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Etudiant : max 3.9 min 3.19 (∆ 0.71) Là aussi, la courbe « achievement » est superposable mais décalée vers le bas avec une pente plus importante..

Max 2.42 min 1.52 (∆ 0.90) Dans les deux méta-profils, on note une bonne similitude :

la courbe « importance » à un bon niveau (entre 3-4) la courbe « achievement » est décalée vers le bas et superposable avec la courbe

« importance » la pente de la courbe « achievement » est plus importante que la pente de la courbe

« importance » : méta-profil de référence0.41 versus 0.57 méta-profil d’Alger 0.71 versus 0.90

L’item 2 « Le professionnalisme, valeur éthique et engagement à UBUNTU » est capital dans le méta-profil de référence et le méta-profil algérien. L’item 6 « La capacité à utiliser les technologies innovantes et appropriées » reste au milieu des préoccupations dans les deux profils. L’item 4 « l’habilité a appliquer ses connaissances dans la pratique » est un item important que l’on retrouve dans les deux profils. L’item 8 « L’habilité à apprendre et la capacité d’apprendre tout au long de sa vie sont des items importants dans les deux profils ». En revanche, l’item 10 « l’habilité à percevoir une pensée innovante et créative » est un item qui ne ressort pas dans le profil de référence alors qu’il est en deuxième position dans le profil algérien. L’item 12 « la capacité à communiquer et avoir des relations interprofessionnelles » est l’item le plus important dans le profil de Référence alors que dans le profil de l’étudiant algérien il reste au milieu des préoccupations. L’item 18 « L’engagement à préserver et mettre en valeur l’identité africaine et l’héritage culturel est tout en bas dans la courbe algérienne et vers le bas dans le profil de référence. Cet aspect est important et mérite que l’on apporte des solutions ». 2- Evaluation par classement (rankings) La corrélation est excellente entre universitaire employé, etudiant et diplômé (>0.8).dans le profil de ré férence. La répartition est à peu près identique dans les deux profils en dehors de ;

l’item 15 « habilité à travailler de manière autonome qui est en deuxième position dans le profil algérien et 12ème dans le profil Cap town.

L’item 16 « capacité à évaluer, réviser et accroitre la qualité » est 4ème dans le profil algérien et 13ème dans le profil de référence. Compétence Spécifique

1 Evaluation par moyenne (ratings) Dans le méta-profil de référence, la courbe « importance » est faiblement décroissante et située sur la tranche supérieure (max 3.90 min 3.45). La courbe « achievement » est décalée vers le bas (max 3.51 min 2.35) et globalement superposable. On remarque quelques cassures entre les deux courbes :

Cassure vers le bas : Item 4 « assurer les soins immédiats des urgences médicales incluant le premier

secours et la réanimation». Item22 « flexibilité, capacité à faire face aux incertitudes et à s’adapter aux situations

nouvelles » Item 31 « recherches des connaissances »

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Cassure vers le haut ; Item 2 « se charger de l’examen physique, clinique et symptomatique des adultes et enfants » Item 12 « souscrire aux principes d’EBM »

Item 6 « dans la prescription, il faut prendre en compte le contexte socio-économique du patient »

Dans le méta-profil algérien, la courbe est superposable avec une pente un peu plus importante (max 3.96 min 3.03 ∆ 0,93 versus 0.45). La courbe est a peu près identique : Les items 1- 4- 2 sont situés vers le haut et les items 23-24-18-19 sont situés vers les bas dans les deux méta-profils. La courbe est également cassée vers le bas :

l’item 9 « communiquer effectivement et sensiblement au contexte médical » l’item 13 « faire usage de l’information et de la technologie de l’information et identifier les

technologies importantes dans le contexte médical » Ces points de cassure du méta-profil d’Alger sont différents des cassures du méta-profil de

référence. méta profil de référence : item 9/ 20ème et item 13 /21ème méta profil algérien : item 9/29ème et item 13/30ème

L’item 7 « comprendre, considérer et expliquer l’interaction médicament-médicament/alimentation » est en 22ème position dans le méta-profil de référence alors qu’il est en dernière position dans le méta-profil algérien (31ème). L’item 14 « reconnaître les besoins sanitaires de la communauté et s’engager avec la communauté dans la promotion de la santé et de l’éducation à la santé » et l’item 12 « souscrire aux principes de l’EBM » sont placés au milieu de la courbe dans le méta-profil de référence alors qu’ils sont en bas de la courbe dans le méta-profil algérien.

Dans la colonne « importance », les tests de corrélation dans la population « étudiant » sont variables :

Bonne (>0.8) entre étudiant /universitaire. Acceptable (0.78) entre étudiant / diplômé Mauvaise (0.73) entre étudiant / employé.

Dans la colonne « achievement », les tests de corrélations dans la population étudiant sont bons : >0.8 entre étudiant/ universitaire/ diplômé/employé

2 Evaluation par classement (rankings) 3 Le graphique des deux méta-profils est à peu près superposable. Les 5 items supérieurs (1-2-3- 14- 13) et les 4 items inférieurs (17-19-20-21) sont retrouvés au même niveau. Pour les items du centre, on note à peu près la même tendance en dehors de quelques exceptions : L’item 21 « capacité à reconnaître et demander de l’aide » est au dernier rang dans le méta-profil de référence et 6ème rang dans le méta-profil algérien. L’item 16 « probité et honnêteté » est 21ème rang dans le méta-profil de référence et au 7ème rang dans le méta-profil algérien. A l’inverse :

l’item 9 « souscrire aux principes de l’EBM » est 8ème rang dans le méta-profil de référence et vers le bas dans le méta-profil algérien.

l’item 7 « comprendre, considérer et expliquer l’interaction médicament-médicament/alimentation » 10ème rang dans le méta-profil de référence et vers le bas dans le méta-profil algérien. Les tests de corrélations dans la population de référence sont excellents (>0.9).

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CONCLUSION Ce rapport montre nettement que le méta profil de l’étudiant en Médecine défini lors de la réunion de Cap Town comporte de nombreuses similitudes avec le méta-profil de l’étudiant en Médecine d’Alger. Compétence générale Dans le méta-profil de référence, le but est d’arriver à superposer la courbe « importance » et la courbe « achievement ». Dans l’évaluation par moyenne (ratings), on ne note pas de différence majeure entre les courbes du profil de référence et le profil d’Alger. On doit cependant corriger certaines différences mentionnées dans notre rapport (ex : items 12 – 10 – 18). Pour uniformiser et optimiser le méta-profil, il faut :

- remonter la pente de la courbe « achievement » - gagner un point sur tous les items.

Il convient donc aux différentes Universités de Médecine qui ont contribuées à la confection de ce rapport et bien entendu à l’Université d’Alger de revoir les programmes pour mieux coller à la réalité des étudiants et de leur besoin. Pour cela, nous allons proposer au sein de l’Université d’Alger après validation du méta-profil:

1 Analyser tout le contenu du cursus de graduation et de post-graduation 2 Positionner les items du questionnaire « Tuning »au sein du cursus (ciblage). 3 Amélioration du contenu pédagogique en fonction du ciblage.

Pour exemple si on prend l’item 12 « la capacité à communiquer et avoir des relations interprofessionnelles » la faculté de médecine d’Alger doit prendre des mesures pour améliorer son score:

1 Revoir le mode d’enseignement et d’examination 2 Développer l’enseignement interactif 3 Remettre à l’ordre du jour le principe de l’éxamination « orale » dans certaines cessions. 4 Développer l’étude des cas cliniques 5 Examen avec malade réel etc…

Dans l’évaluation par classement (rankings), le profil de référence est quasiment superposable au profil algérien. On note très peu de différence ( item 15-16) Compétence spécifique De la même manière, le but est d’arriver à superposer la courbe « importance » et la courbe « achievement ».qui est décalée vers le bas avec des points de cassures. Dans l’évaluation par moyenne (ratings), pour harmoniser les deux profils il faudra au vu de notre rapport:

- redresser la pente - corriger les points de cassure vers le haut et surtout les cassures vers le bas. - corriger les différences signalées entre les deux profils. Pour exemple, l’item 12 « souscrire aux principes d’EBM » doit être mieux pris en compte

dans l’enseignement au sein de la faculté de Médecine d’Alger. Dans l’évaluation par classement, les graphiques sont superposables entre les deux profils surtout au niveau des extrémités supérieure et inférieure. Il faut améliorer les scores des items 21-16 du profil de référence et améliorer les items 9-7 du profil d’Alger afin d’obtenir une harmonisation parfaite. Au total: Le document « Tuning /Africa » est complet, bien a dapté à notre pays et il doit servir de référence pour toute réflexion ou toute action à en treprendre dans l’avenir .

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Report of Mekelle University (ETHIOPIA) Ephrem Tekle

I am Dr. Loko Abraham head of school of medicine of Mekelle University. This document was given to me by Dr. Ephrem Tekle who attended the first two Joint Africa-EU strategy tuning seminars. He explained to me the importance of the initiative in detail; what has been done in the first two assemblies and what is expected from the third general conference. I remain impressed to date about the initiative and I was more than willing to take part in this noble project. The first thing I did was to read the whole document prepared after the second general meeting with special attention on the core and specific competencies put for Medicine as I am a medical practitioner and instructor of medical students. After having an insight on the Meta profile I went back to our national curriculum which was harmonized only few years back to be exact on 2008 and summarized our graduate profile. After reading both documents I highlighted the coincidences and pinpointed the differences. I took the summary for discussion with the faculty members and went through each point. We had a thorough discussion on differences and the discussion ended by forwarding different possible explanations for the differences and conclusion. Our graduate profile for Medicine students emphasizes on the technical capabilities that a student should have after completion of education. There used to be different curriculums for medicine in different higher institutions of Ethiopia. But currently there is one national curriculum for medical education in all higher institutions of Ethiopia. COINCIDENCES (SUBJECT AREA LEVEL) Both profiles underline that any medical student should have adequate clinical expertise and knowledge. These include taking clinical exam, proposing plausible differential diagnosis and propose or negotiate appropriate management .Immediate care of medical emergencies, prescribing appropriate drugs taking into consideration the socio economic status and drug pharmacokinetics and pharmacodynamics and capability of doing full range of practical procedures mentioned in both profiles converge to the acquisition of critical clinical expertise and knowledge in the field of medicine. Holistic approach to the patient; looking at all dimensions of health which include the emotional, psychological and social assessment is included in both documents. Awareness and knowledge about the health factor determinants, health needs of the community, disease prevention and promotion of health which make up an important attribute to a medical graduate are included in both curricula. Professional working which include recognizing limits, flexibility, consultation and active involvement in the multi-disciplinary team are pin pointed in both but our national curricula does not include the need to demonstrate professional attributes like initiative, creativity, probity and honesty. Effective and sensitive communication in an African context: which include communication to patients (in different scenarios), colleagues, administrators and other major stakeholders in the health system is underlined in both documents. Engagement in a learning journey- continuing professional development which include components like research skills, ability to teach others, capacity to apply knowledge in practice and willingness to take part in continuing professional development to make sure that high level of clinical competence is maintained are sited in both profiles. DIFFERENCES (SUBJECT AREA LEVEL)

1. Clinical expertise and knowledge Basic understanding of the normal structure and function of the body recognizing the abnormalities in the body structure and function which occur in disease and knowledge of molecular, cellular, biochemical and physiological mechanisms are put explicitly in our national curriculum but not in the Meta profile agreed in Cape Town. As clearly stated our national curriculum is discipline based which

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gives much emphasis in the theoretical knowledge and draft report from the previous general conference states that details of the curriculum can be different in different institutions. Doing full set of practical procedures is included both in the Meta profile and our national graduate profile but the set of procedures are different. The significant difference is that our national graduate profile mentions that a graduate should be able to do cesarean delivery, appendectomy and other surgical and obstetric emergency uncomplicated procedures. Inclusion of these procedures in our national curriculum roots from the fact that there are very few surgeons and obstetricians to fill the massive demand. So acquisition of these basic skills by the medical graduates is among set of solutions put forward by the government to fill the gap.

2. Professionalism Demonstrating professional attributes such as interpersonal skills, probity, honesty, critical and self-critical abilities, reflective practice, creativity and initiative are barely mentioned in our national curricula. There is no justification as why these are not included in the national curriculum

3. Team work leadership and management In this regard only capacity to lead health institution is mentioned in the national graduate profile. Details of the competencies needed like ability to recognize limits and ask for help, capacity to deal with uncertainty and adapt to new situation, ability to work autonomously, ability to solve problems, ability to make decisions and capacity for organization and planning are not included. These constituents are ought to be very important as majority of our medical graduates are assigned to be directors of Hospital across the country without further training.

4. Adaptability to ICT and new technology Use of information and information technology effectively in the medical context which include being committed to the effective use of up to date, relevant and effective technology, keeping accurate, complete and detailed clinical records, capability to aces information sources and ability to store and retrieve relevant data are not included in our national curricula. PEOPLE CONSULTED Dr. Tadelle Hailu, department of pediatrics and child health, school of medicine Dr. Ruth Tsigebirhan, department of psychiatry, school of medicine Dr. Yibrah Berhe, department of GYN/OBS, school of medicine Dr. Hagos Abraha, department of internal medicine, school of medicine CONCULUSION We have witnessed that there is similarity between the Meta profile and our national graduate profile. But our national curricula as discussed above lack certain key elements which include leadership and management and ICT. Inclusion of these would make significant difference in the career of the graduates. The meta profile stresses only on the clinical knowledge of the graduate but the knowledge of the basic sciences is crucial to better understand disease and infirmity and we propose that it is better to include it in the competencies.In general the meta profile is comprehensive and well suited to our national context.

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E. REPORT OF TEACHER EDUCATION

Meta-Profile of the Teacher Education Competences

Context

Values

& Ethics

Inter-

personal

Skills

Knowledge,

understanding

& Practice

New G1; New G2; 13G;14G; 9G

4S; 5S

2G

8G;28G

18G; 27S;17G; 26G; 24G; 13G12S;17S; 16S; 15S; 21S;1G; 1S; 7/8S; 2S; 3S; 9/10S;4G; 6S; 5G; 19/20S; 16G; 6G;18S; 7G; 11G

29G; 30S;31S; 3G; 7G;12G; 10G

CONTEXT

INTERPERSONAL

SKILLS

VALUES

& ETHICS

KNOWLEDGE,

UNDERSTANDING

& PRACTICE

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Institutional reports: Bridging between Meta-profile and reality

Report of University of Zimbabwe (ZIMBABWE) Rosemary Moyana

1. The Degree chosen at the University of Zimbabwe:

Bachelor of Education degree.

2. Profile of the Bachelor of Education Degree: Bac kground to the Degree Studies

The degree is studied by students who have passed the teacher education diploma programme at the Teachers’ Colleges. Students enter the Teachers’ Colleges after completing either four years of High school and writing the Ordinary Level examination also known as ‘O’ Level for short; or six years of high school also known as Advanced Level, ‘A’ Level for short. There are three Colleges that enrol post high school students to study to be secondary school teachers. Those who enter the Colleges with ‘A’ Level passes in at least two subjects study for two years to become secondary school teachers in those subjects such as the Sciences, Mathematics, Technical subjects and the arts subjects. The group that enrol with only the ‘O’ Level passes do the diploma in three years. There are also ten Colleges that offer a diploma programme to students who would teach in primary schools. One is a technical College where students aim to teach practical subjects in the secondary school system. The Colleges that enrol primary diploma students take three years to complete their programmes. The three year programmes are for the students who enrol in Colleges after ‘O’ Levels. These 14 teacher training institutions are administered by the Ministry of Higher and Tertiary Education and are also Associate Colleges of the University of Zimbabwe which does quality assurance monitoring for them. The students receive diplomas of the University of Zimbabwe and the Vice Chancellor of the University or his representative confers the said diplomas on the students upon their graduation at colourful graduation ceremonies. By the time these students graduate from Colleges, they have studied work equivalent to the first year University degree. Thus, when they come to the University of Zimbabwe to pursue degree work, they do a two year B.Ed. programme where they now concentrate on enhancing the content of their subject area. Although they study some subject area content at the Colleges, professional courses are the ones that dominate at this level. It is these Teachers’ College graduates that come to the University of Zimbabwe to study for a B.Ed. degree, a two year programme as mentioned earlier. At the University they enrol to study the Arts subject areas, namely, History, the Languages–English and two local ones, Curriculum Theory, Religious Education, Sciences, Mathematics, Technical subjects such as Wood Technology and Design, Metal Technology and Design, Home Economics, Agriculture, Technical Graphics, Building Technology and Design,Teacher Education itself, Early Childhood Education (ECD), Art and Music Education, and the Foundations of Education. Students for these subjects come from the Colleges as described above. The Faculty of Education also offers courses in Educational Administration for School Managers and any other Administrator that may wish to pursue those studies. In addition, there is Adult Education which offer courses to people who have been trained in basic andragogy and are operating or are aspiring to operate at higher levels in their organisations. The pre-requisite for Adult Education students is for them to have done a diploma in basic

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andragogy which is also offered by the University and is an equivalent of the diploma in Teachers’ Colleges. The courses under each programme are divided into Faculty Wide courses, namely, Research Methods and Statistics, ICT in Education and Communication Skills. Students also study subject area pre-requisites or Core Courses, Professional Electives, Specialised subjects which form the majority of their courses, Industrial Attachment for Adult Education, ECD, and Educational Administration. The other programmes are upgraded from time to time in collaboration with key stakeholders who include government Ministries and Industry to ensure that they remain current and are responsive to manpower needs and demands nationally, regionally and internationally.

3. Analysing this Degree Profile Comparatively with the Meta-Profile Gathered in Cape

Town When this degree is analysed in comparison to the Meta-Profiling done in Cape Town there were more coincidences than differences. The competences fit into the Quality Assurance exercise that the University of Zimbabwe is carrying out at the moment. The Tuning project, therefore, came in handy. The analysis was done by each of the seven Departments as follows: DEPARTMENT OF EDUCATIONAL ADMINISTRATION Under the Generic Competences, this Department added one competence that came first on their list and they called it, “Visionary thinking.” The competence that they did not pick as one they incorporate into their courses was number 19, “Ability to mediate conflict resolution and reconcil iation for sustainable and peaceful living environments across the continent.” They said they incorporate the rest. Subject Specific Competences: Competences Related to Knowledge... This Department said they incorporated five competences out of 6. They left out competence number 3: “Pedagogical knowledge of specific subject areas.” The reason is that they do not deal with specific subject areas, but with things to do with administration. It is understandable why they would not factor in this competence into their courses. Competences Related to Practice and Skills The following competence were modified: “Develop schemes of work and teaching plans” to: Develop appropriate strategic and relevant plans. “Select, adapt and use appropriate teaching methods and learning activities” was modified to: Develop strong skills in management, planning, poli cy making and evaluation. “Manage learners both inside and outside formal classroom contexts” was modified to: Manage teachers and learners both inside and outsid e formal classroom contexts (they added teachers). “Develop own and learners’ entrepreneurial skills” was modified by adding teachers to read: Develop own, teachers’ and learners’ entrepreneuria l skills.

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The rest of the competences in this section were indicated as being incorporated into the courses taught in this Department. Competences Related to Values and Ethics In this section, Care for and support the well-being of all learners was omitted. The last competence, “Inspire self confidence” was extended to read, Inspire self confidence and appreciation of cultural heritage in teachers and l earners, thus, incorporating one of the competences under the Generic. All the competences under Interpersonal Skills were indicated as being incorporated into their programmes.

DEPARTMENT OF CURRICULUM AND ARTS EDUCATION

The subject areas in this Department are: English, History, Ndebele (a local language), Shona (a local language), Regious Education and Curriculum Theory. The analysis of the competences was done by subject and I shall report them accordingly.

For English , the programmes incorporated all the competences except the following:

Professionalism, ethical values and commitment to H unhu/Ubuntu (respect for the well being and dignity of fellow human beings). Leadership, management and team work skills. Environmental and economic consciousness, and Ability to mediate conflict resolution and reconcil iation for sustainable and peaceful living environments across the continent.

For History, the lecturers said the following were not being incorporated:

Self confidence, entrepreneurial spirit and skills. The rest were incorporated they said.

For Ndebele , the following were not incorporated:

Ability for creative innovative thinking. Environmental and economic consciousness.

For Shona, the following were not incorporated: Self confidence and entrepreneurial spirit and skil ls. Religious Education and Curriculum Theory lecturers said they were incorporating all the competences into their programmes.

In summary, this Department said that more work needed to be done to ensure that the following Generic competences were incorporated by all subject areas:

Ethical values and commitment to Hunhu/Ubuntu (except for African languages where this seemed to be incorporated); Leadership management and team work; Environmental and economic consciousness;

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Preservation of African Identity and Cultural heritage (except in the African languages where this seemed to be incorporated).

More emphasis was needed across programmes on the following Subject Specific competences:

Develop and use teaching, learning and assessment materials, including appropriate ICTS; Develop own and learners’ entrepreneurial skills; Care for and support the well being of all learners; Respect socio-cultural diversities...; Adhere to the rules and regulations of the profession and institution; Maintain equity and fairness among learners and promote inclusive education; Continuously upgrade their own knowledge and skills; Be a role model; Inspire self confidence.

The Department has planned to work on these in 2013. DEPARTMENT OF SCIENCE AND MATHEMATICS EDUCATION The Department did an analysis by subject area as follows: For Biology, the following Generic competences were seen to be un-incorporated in the programme:

Objective decision making and practical cost effective problem solving; Ability to learn to learn and capacity for lifelong learning; Leadership, management and team work skills; Ability to work in an intra and intercultural and/or international context; Ability to evaluate, review and enhance quality; Ability to mediate conflict resolution and reconciliation for sustainable and peaceful living environments across the continent.

Subject Specific Competences:

The subject to be taught; Develop own and learners’ entrepreneurial skills; Manage time effectively; Critically reflect on their work to improve practice;

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Respect socio-cultural diversities... Collaborate and network with others including peers, head teachers, professional groups, parents; Lead and manage groups.

For Chemistry, the following Generic competences needed to be incorporated:

Environmental and economic consciousness; Self confidence, entrepreneurial spirit and skills; Ability to mediate conflict resolution and reconciliation for sustainable and peaceful living environments across the continent.


Develop own and learners’ entrepreneurial skills; Critically reflect on their work to improve practice; Respect socio-cultural diversities... Communicate effectively with different audiences and using appropriate tools including ICTs, and relevant forms of discourse.

For Physics, Generic competences that needed to be incorporated:

Environmental and economic consciousness; Ability to mediate conflict resolution and reconciliation for sustainable and peaceful living environments across the continent.


National and institutional policies relating to education.

For Mathematics, Generic competences needed:

Capacity for critical evaluation and self awareness; Objective decision making and practical cost effective problem solving; Ability for creative innovative thinking; Self confidence, entrepreneurial spirit and skills; Commitment to preserve and to add value to the African Identity and cultural heritage; Ability to mediate conflict resolution and reconciliation for sustainable and peaceful living environments across the continent.

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The local and international, social, political, economic, cultural and environmental contexts of education; National and institutional policies relating to education; Identify and attend to learners’ needs; Manage learners both inside and outside formal classroom contexts; Develop own and learners’ entrepreneurial skills; Respect socio-cultural diversities ...

DEPARTMENT OF TECHNICAL EDUCATION Generic competences needed in all programmes:

Capacity for critical evaluation and self awareness (related to design and human nutrition); design and human nutrition);

This Department was able to benefit from the other subject specific areas such as Agriculture, and the Engineerings because of their specialisations. So they indicated competences that need to be factored into their courses from those subject specific competences as follows: For B.Ed. Agriculture, Crop Science these Subject Specific competences were needed:

Should be able to do business in any part of the world; Ability to adapt and transfer technology, as well as be able to create new technologies; Ability to improve quality and safety along the agricultural value chains.

The rest of the competences were being incorporated. For B.Ed. Building Technology and Design , the competences in Civil Engineering were found to be relevant. All except one competence were found to be incorporated into the programme and the following was lacking:

Skills in developing new construction technologies and materials. For B.Ed. Metal Technology and Design, the Mechanical Engineering competences were found to be relevant and all were factored into their programme except the following few:

Skills in planning and executing mechanical engineering projects; Capacity to supervise, inspect and monitor mechanical engineering systems; Capacity to operate, maintain and rehabilitate mechanical engineering systems. Capacity to integrate legal, economic and financial aspects in decision-making in mechanical engineering projects;

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Skills in safety and risk management in mechanical engineering systems; Skills in using information technologies, software and tools for mechanical engineering (in all these competences, mechanical engineering is to be substituted for Building Technology and Design).

COMPARISON WITH META-PROFILING

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The Meta-Profiling done in Cape Town indicated that many of the competences overlap among Interpersonal Skills, Values and Ethics, Knowledge, Understanding and Practice and the Context within which all these take place. The Faculty of Education is already incorporating the majority of the Generic and the Subject Specific competences which compares favourably with the Meta-Profiles developed in Cape Town. The competences that dominate in terms of their not being incorporated are the one on the environment and the one about conflict resolution. When considering what is being factored into the programmes and what is not being factored in, it can be said that more weight can be placed on the competences that are being incorporated which is very good. It is as if we are already harmonised, or tuned. It is difficult to say why some of the competences that are not factored into the programmes. Perhaps it is because programmes were formulated without really, consciously focusing on these sort of specific competences. This project, therefore, is very valuable because lecturers can now focus on what makes for excellence in teaching, learning and research.

4. Selecting Six Academics...

The Faculty of Education has seven teaching departments headed by Chairpersons. There is also a Human Resources and Research Centre (HRRC) headed by a Director where publication of The Zimbabwe Journal of Educational Research is published. The Heads of the seven Department and the Director of the HRRC constituted the group of academics that I have been engaging on Tuning Africa. These colleagues constitute what we term, the Faculty Planning Committee (FPC). The Secretary to the FPC is a Senior Assistant Registrar (SAR). The FPC then disseminate the research information to their Departmental members. Thus, for the Tuning project, the process worked as follows: After Cape Town, I called for a special FPC meeting where I presented the results of the survey that had been done in March-April, 2012. The presentation was detailed and included the comparison of African results with those from Europe and Latin America. That is when I realised that while there was information on which countries participated in Tuning in Europe, there was no such information about who participated in Latin America. All the results that I presented were then sent to each FPC member for distribution to their Departmental members. This presentation helped me conceptualise the project better also because I had to explain it to others. In August I took a special leave so that I could work on this current task. I went to the University of Cape Town in order to concentrate on this exclusively. I wrote a paper that I sent to the Zimbabwe Council for Higher Education (ZIMCHE) which regulates all the 15 Universities in Zimbabwe, University of Zimbabwe being the oldest. The paper was to be presented at the Higher Education Research and Intellectual EXPO which was to run from September 5 to 7, 2012. I wrote an academic paper, complete with a literature review section, methodology, etc. so that the audience and the general reader and ZIMCHE can understand the project and how it has a potential huge impact on the quality assurance issues in all Zimbabwean Universities. I attached all the power point slides that Pablo and Julia availed to us in Cape Town so that the issues being described could be clearer. This same 23 page single spaced paper (excluding attachments) was sent to the FPC members who then distributed it to their Departmental members. I followed that up with an assignment which required all Departments to analyse the Generic and Subject Specific competences and say which were already incorporated into the Faculty’s programmes and which were not. The Departmental Chairpersons were to distribute the paper, the power point attachments and the assignment to subject

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teaching units of 2 to 3 lecturers who would, in turn, study the competences and, analyse and compare them with what we already do in the Faculty. The results of that analysis is what I have presented above. Not all Departments analysed the competences this way. Four Departments analysed while 2 bunched them in a different way, but they all did the task which enabled them to understand the project more. One Department did not do the assignment because the Departmental members were off campus on Teachers’ College students’ supervision duties. However, although the task was done, it took long. Last week Wednesday, October 3, we had another special FPC where we focused on the Tuning project. I wanted to know why the results had not yet come. The answer was that my paper and the whole assignment were challenging and needed more time to absorb and understand. The extra week, therefore, helped and the pressure of the deadline also made everyone concentrate. On September 26, soon after I returned from the University of Cape Town, the FPC held a Liaison meeting with members of the Ministry of Education, Sport, Arts and Culture, and the Ministry of Higher and Tertiary Education where Tuning project was discussed and its potential articulated. The Ministry representatives wanted me to begin tuning the other younger universities, saying that even though the project is still ongoing, I should move along with them rather than UZ moving alone till next year. Meanwhile, I had sent all the competences from all the five African categories to the Information Office of the University of Zimbabwe with the necessary explanations. The idea has been picked up and factored into the Quality Assurance action plans for the University of Zimbabwe. The FPC has suggested that I hold a seminar at which Tuning will be explained to a wider audience and brainstormed. I am planning to do that before the end of 2012. All this shows the impact that this project will have in Zimbabwe. It will certainly help Universities work out their own bench marks for Quality Assurance in their programmes. The title of my paper is Developing Competences as a way of Enhancing Qualit y University Education. Degree Profile: This has already been presented above, so I will not repeat that. The same applies to Coincidences with the meta-profile (agreed at subje ct level); Differences with the meta-profile; People consulted and reflections; and Prof ile adjustments/Profile suggested for the university. All these are incorporated in my discussion here. CONCLUSION We, at the University of Zimbabwe, have found this project to be very useful in enhancing what we do. Although the majority of the competences are already incorporated in what we do in the Faculty of Education, it has been good to confirm that indeed, we work with these competences. We have also been able to identify weak areas which we will work at factoring in the competences in order to close those gaps. At a national level, the Faculty will be holding seminars so as to harmornise or tune the rest of the country’s education sector so that we can all work with recognisable competences, some of which will, no doubt, be modified as has already happened in some Departments.

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Report of University of the Western Cape (SOUTH AFR ICA) Zubeida Desai

Introductory comments As I indicated, in writing, for the first meeting in Cameroon, UWC offers five different specialisations in the B.Ed Programme (Senior Phase). These are:

1. Mathematics and Natural Sciences 2. Language and Life Orientation 3. Language and Mathematics 4. Language and Social Sciences 5. Social Sciences and Economic and Management Sciences.

For the purposes of this exercise, I will focus on the first specialisation, Mathematics and Natural Sciences. Up till last year, the first two years students were in the Science Faculty doing courses on their disciplinary specialisations, Mathematics and Science. They were expected to do courses up to year two in these subjects. However, they also do compulsory courses on literacy and numeracy, education practice, life skills and communicative competence in a third official language in the Education Faculty in their first year. In the third and fourth years, they continue with education practice, but also do compulsory courses in educational theory such as Sociology of Education, Educational Psychology and Curriculum Theory. In addition, they do courses on the teaching of their chosen specialisations such as Method of Mathematics etc. Since 2012, the Mathematics disciplinary modules are now offered in the Education Faculty as it was felt that the modules on pure Mathematics were not appropriate for students who were going to become teachers in the Senior Phase (i.e. Grades 7-9). Our students needed to master the Mathematics taught at school level and were expected to be familiar with the school mathematics curriculum. Profile of current B.Ed programme The Department of Higher Education and Training (DHET) recently gazetted a document outlining the minimum requirements for teacher education qualifications and all higher education institutions (HEIs) are in the process of aligning their qualifications to these minimum requirements. The purpose of the B.Ed programme in the DHET framework is outlined in the attached excerpt from the document. You will note that the focus is almost entirely on the profession and its requirements. The degree is expected to encompass the following kinds of learning:

• Subject-focussed disciplinary, pedagogical and experiential learning • Educationally-focussed disciplinary learning and general pedagogical learning • Fundamental learning (such as academic literacy, learning of a third language and ICT) • Situational learning (context-focussed) and • Practical learning.

The bulk of the 480 credits (380) are allocated to three types of learning. They are disciplinary learning, educationally-focussed disciplinary learning and practical learning. This is also currently the case with the B.Ed offered at UWC. What this therefore means is that the focus of the degree is on developing teacher competence in all senses of the word. How does this relate to the meta-profile developed in Cape Town? If one looks at the meta-profile we developed in Cape Town, there is a remarkable degree of synergy between the two. Of the 46 competences , both generic and specific developed in Tuning Africa, 31 of them are based in the category Knowledge, understanding and practice, 9 in the category

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interpersonal skills , 5 in the category context and 1 in the category values and ethics . What this implies is that the category Knowledge, understanding and practice is regarded as the most important in terms of the TA exercise too. This correlates with the minimum requirements for teacher education in the DHET document, as well as with what UWC is currently doing in its B.Ed programme. Such a finding and focus certainly makes sense in the South African context. Recently, a World Economic Forum exercise revealed that South Africa ranked last out of 62 countries with regard to mathematics achievement at school level. Understandably therefore, universities and the DHET would want to focus on disciplinary knowledge and pedagogical knowledge in its initial teacher education programme and focus less on generic competences that can be acquired on the job as it were. Reflections and consultation Four academics from Mathematics and Science Education and the coordinator of the B.Ed programme were consulted in drafting this report. This kind of discussion is not new in the Faculty as we have been engaged with it for quite a while, even before the TA exercise. In conversation with a Mathematics Education Associate Professor, it is evident that locating the disciplinary knowledge within the Education Faculty has led to a greater success rate amongst the students and he feels that it can enhance teacher competence in the classroom. In conclusion, there is a tendency to expect teachers to be miracle workers and thus to load them with all kinds of responsibilities. If we want Africa to advance then we need to focus on teaching and learning in the classroom and not expect teachers to be primarily pastoral caregivers. Teachers must focus on teaching and teaching well. This of course takes for granted that teachers know who their pupils are.

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Report of The Open University of Tanzania (TANZANIA ) Honoratha Michael Kisenge Mushi Introduction This report provides meta-profiles of Teacher Education Programmes at the Open University of Tanzania (OUT) in relation to the Tuning Africa Teacher Education Meta-profile developed in Cape Town May 2012. The Meta-profiling Process The Meta profiles at the Open University of Tanzania were developed as a result of a thorough review of education courses offered between 1994 and 2009. Most of the courses were observed to be outdated in terms of content, context, objectives and target outcomes. Reviewers realized that (i) several of the courses were adopted from external contexts; (ii) students were required to take more courses than students in other programmes; (iii) several courses had overlapping themes that could be merged; (iv) several of the courses exhibited more theoretical pedagogy highly limited in evidence- and practical based activities, (v) learning outcomes did not clearly focus on learners- and community-based development, rather they were academic or bookish targeting the passing of exams and hired employment. On the basis of the observations above the Faculty of Education at OUT organized a general meeting of stakeholders for a comprehensive review. Members unanimously deliberated to form departmental teams for in-depth analysis of the ideal teachers to be built or created through the programmes offered at the respective departments. With a focus on the developed ideal teachers’ characteristics, members identified content areas that need to be covered to create such graduates. The profiles were tabled at a plenary session and together members arrived at common profiles to be developed through the different education programmes coined during the exercise now commonly referred to as course/programme “clusterization”. The lists below present the various profiles developed across the education programmes at the OUT’s Faculty of Education. 1.0 Educational Foundations 1.1 Logic/reasoning and argumentation skills; 1.2 Perceptual/epistemic and speculative skills; 1.3 Socialisation skills; 1.4 Axiological (ethics & aesthetic) skills; 1.5 Comparative and contemporary skills. 2.0 Classroom Organization and Management 2.1 Knowledge of classroom organization and management; 2.2 Skills to create and maintain appropriate teaching and learning environments in terms of

physical and psychological interactions; 2.3 skills to develop and apply effective classroom regulations and procedures; 2.4 Appropriate skills to developing and keep class records and reports; 2.5 Leadership skills (in classroom and in groups); 2.6 Skills to assume/take individual responsibilities and accountability. 3. 0 School and Educational Management and Leader ship 3.1 Management and leadership theories; 3.2 Managerial skills: planning, budgeting, decision making, directing, coordinating, evaluation, conflict management-negotiation, compromising, confrontational and consensus skills; 3.3 Leadership skills: creation of school vision & mission; cultural skills, building commitment, courage, accountability, etc. 4.0 Teaching and Learning: Strategies/Techniques/A pproaches 4.1 Knowledge of teaching and learning theories;

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4.2 Creative and Innovative skills; 4.3 Problem solving skills: evaluation, analytical, reflection, critiquing, and monitoring; 4.4 Teaching and learning techniques: questioning, discussion, demonstrations, visits, inviting guest speakers, using visuals including developing simulations/ animations, virtual reality, etc.;

4.5 Teaching students how to learn to learn and re-learn; 4.7 Skills in designing/developing appropriate evaluating/assessment instruments; 5.0 Guidance and Counselling 5.1 Knowledge of theories of guidance and counselling; 5.2 Coping, problem solving, decision making, communication skills; Note: Communication, Study, and ICT skills are taug ht as separate compulsory courses for all year one students at the OUT. 6. 0 Skills in dealing with cross-cutting issues 6.1 Sensitization, lobbying and mobilization skills so as to effectively deal with: the environment, gender, HIV/AIDS, inclusive & special education, and disadvantages groups. The Degree Profile: the Open University of Tanzania (OUT)

• Provided under a chartered government institution with programmes harmonized to EAC and SADC HEI QAF as guided through TCU;

• Provides education, largely, through ODL. Hence flexible relative to conventional institutions; • Currently, migrating to using contemporary ICT (E.g., ARMIS, SARIS, and employing the

MOODLE teaching-learning Platform); • Enrols more students than any other university in the country; • Provides, short- and long term programmes; and • Has five faculties (FED, FASS, FBM, FSTES, LW) & nine directorates (UGS, PGRP, Library,

Examinations, Admissions, ICE, IET, QA, and DCM);

COINCIDENCES WITH TUNING AFRICA TEACHER EDUCATION M ETA-PROFILE The Faculty of education teacher education profile has several features that coincide with the Tuning Africa meta-profile. The following are some of the examples: Knowledge and Understanding Levels On completing the programme students can be expected to:

• Have a strong understanding of education, educational needs; • Have developed positive understanding and accumulated knowledge in the

methods/approaches to management of educational and special educational needs; and • Have an understanding of education as related to general knowledge and how it can be used

in mobilising the community/ public, resources and other professions to ensure access, equity and equality in provision of education.

Intellectual Skills On completing the programme students can be expected to have the ability to:

• Identify, simplify, and apply education principles in analysing and modelling of learning environment;

• Identify and apply appropriate teaching/ learning methods for students and those with educational special needs;

• Identify and apply appropriate identification, screening, assessment and early intervention methods and strategies;

• Identify and apply appropriate research and evaluation method in education; • Identify and apply principles and skills of guidance and counselling in fostering access and

equalisation of opportunities; and

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• Identify and apply planning and managerial skills in an educational setting. Professional/ Practical Skills Level On completing the programme students can be expected to have the ability to:

• Use a range of specific types of teaching methods and support strategies to stimulate and strengthen the teaching and learning process;

• Effectively use assistive devices and technologies for people with disabilities and those with educational special needs;

• Effectively use research and evaluation skills in education; and • Write and plan tasks meant to bridge gaps in the learning of people with disabilities and those

with special needs. DIFFERENCES WITH META-PROFILE There are slight differences between the Tuning Africa Meta-Profile and that of the Teacher Education programme at the Faculty of Education at OUT.

• Values and Ethics context is not adequately established at Faculty of Education; OUT. PEOPLE CONSULTED AND REFLECTIONS Within the process of clusterization, stakeholders were consulted both within the university and partners from other universities in the country, especially from the long practicing University of Dar-es-salaam, and the Ministry of Education and Vocational Training. Former Faculty students were also included. This consultation resulted in the clustered courses/programmes that have since been endorsed by the Tanzania Commission for Universities (TCU). CONCLUSIONS

• There are many similarities and commonalities between the Meta-Profiles and the University profile.

• The university profile lacks a strong and vibrant content on ethics. This anomaly is planned to be addressed in the next review of the teacher education programmes at the Faculty. The review is expected to be executed when we conduct OUT’s routine programmes review which takes place after every three to five years.

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Report of University of Namibia (NAMIBIA) Charmaine B. Villet 1.1 Description of the process followed The following six academic staff members were invited to a meeting to compare the Generic competences as well as the subject specific competences with that of our University: Prof. L. Mostert (Professor in the Faculty and Chairperson of our Post-Graduate Studies Committee). Prof. Zimba (Professor in the Faculty and representing our Deputy-Dean responsible for student related matters). Ms. Keyter (Senior Lecturer in the Faculty and Chairperson for Teacher Education Curriculum Compilation Committee). Ms. February (Lecturer in the Faculty and coordinator of our student mentoring programme). Ms. Scott (Lecturer in the Faculty and coordinator of our School Based Studies programme). Ms. Uahengo (Lecturer in our Educational Foundations and School Management programme). Each participant received a set of documents to go through before the meeting. These included: the Tuning generic and subject specific competences; the Namibia National Professional Standards for Teachers; the University of Namibia Strategic Plan; The Faculty of Education Management Plan and the Faculty of Education prospectus. Since the University of Namibia does not have a comparable set of generic competences, the comparison had to be done with UNAM’s goals and objectives in the strategic plan. The comparison with the subject specific competences was done with our National Professional Standards for Teachers and our goals for teacher education in our programmes. We first went through the Tuning competences to see if we agreed with them. We then compared each set of competences to our own envisioned outcomes for the University as well as the Faculty respectively. 1.2 Presentation of the degree profile at the University of Namibia. The profile of the degree we selected is as follows: Bachelor of Education (specialization in Secondary Education).This is a four year honours degree which prepares under-graduate students to teach in secondary schools in Namibia. The total number of credits for the curriculum of the degree is 566, spread over 4 academic years. It is a modular programme. The students spend 50% of their credit accumulation in sister faculties where they take classes in the school subjects they will be teaching. The other 50% is spent on accumulation of credits for professional studies in the Faculty of Education. The Teacher Education programme is designed around the 30 key competences identified by our Namibia Qualifications Authority (see attached document). 1.3 Coincidences with the meta-profile The discussion around the Generic Competences revealed that although many of the Generic Competences are built into our University core modules, we do not have a specific set of generic competences for all University graduates around which all faculties can design their programmes. It was therefore decided that the Generic Competences should include religious tolerance and should then be presented at the Dean’s Committee meeting of the University for possible adoption by the committee or to our Academic Planning Committee meeting. The Generic Competences will be tabled as an agenda item at the next meeting of either of these committees. The comparison of the Subject Specific Competences indicated that our national standards for teachers as well as the goals and objectives of our teacher education programme are largely congruent. Our national standards are built around four key themes namely Professional Knowledge; Professional Practice; Professional values and Professional Relationships. These themes are very similar to the themes around which the subject specific competences were built. The national

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standards in Namibia identified 30 competences for teachers which is comparable to the 31 competences identified by the Tuning subject specific competences. 1.4 Differences with the meta-profile Although our University has a vision and mission statements as well as a set of core values, we felt that it focused more on the mandate of the University, rather than on the qualities of the graduates. We agreed that it would make sense to adopt the Generic Competences and adapt them to our needs. It might be difficult to assess the extent to which we accomplish the attainment of the competences since they mostly reside in the affective domain. However, if all faculties’ efforts are focused on the same set of competences, the chances that our programmes could attain them will be higher. Our discussion on the subject specific competences revealed sixteen competences that our national standards as well as our teacher education programme need to either include, amend or make more prominent. These were: Competences related to Knowledge and understanding (4,5,6). Competences related to educational practice and ski lls (10, 12,13,15,16,17,19,20). Competences related to values and ethics (22,25,26,27). Interpersonal and Intra-personal competences (30). 1.5 People consulted and reflections People consulted were already described in 1.1 of this document. The group was in agreement that the University currently does not have a set of Generic Competences for its graduates. The Tuning Generic Competences could be adopted/adapted to become UNAM’s Generic Competences. It will refocus our mandate to the needs and competences of our students rather than the processes and services of the University. There is a need to initiate a revision of our national professional standards for teachers, especially the key competences. The areas that most needed revision is the lack of focus on the international, social, political, economic, cultural and environmental context of education; managing learners outside the formal classroom contexts; the use of local languages as mediums of instruction; the use of ICT’s in learning assessment. 1.6 Profile adjustments/Profile suggested for the University of Namibia Profile adjustments will be made as suggested in the discussion under 1.5 1.6 Conclusion This was a good exercise for us (staff in the Faculty of Education at UNAM) to once again revisit the national professional standards for teachers as well as our own key competences for teacher education in order to ensure relevance and a recommitment to the quality of our programmes. We were not only able to identify gaps in our own set of competences, but discovered that our University needed a set of Generic Competences in order to refocus our programmes and the delivery thereof on our clients’ needs.

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Report of Makerre University (UGANDA) Anthony Muwagga THE PROCESS FOLLOWED I took nine (9) steps and they included:

1) Identifying the exact Makerere University Degree profile in this I identified: Entry requirements, courses offered and why, Job profile of a Makerere University BA/BSC with Education Graduate. (This was done by consulting the University, College of Education and External Studies, School of Education Academic Registrars. I also made a documentary review of the University Polices on Undergraduate Admissions and the available brochures)

2) I re-examined and made reflections on the Cameroon and Cape Town findings and degree

profiles, the generic and specific competencies gotten from the two conferences and study. I also reflected on the Cape Town agreed meta-profile.

3) Shared my thoughts and conclusion with colleagues here at Makerere University College of

education and External Studies, School of Education. This led to a discussion in which we identified the similarities and differences between what I had got from Cape Town and what was at Makerere University.

4) I also had a discussion with officers from the Ministry of Education and Sports Uganda (

MoES Ug)on the findings from the study carried out by Tuning Project team.

5) I identified the six academics as directed by the Tuning Project secretariat and these included: a) Dean School of Education b) Head of Department Foundations and Curriculum studies, c) Head of Department Humanities and language education, d) The Coordinator Higher Education Committee of the School of Education and e) Assistant Academic Registrar in the School of Education Makerere University f) An associate professor in the School of Education

6) I held discussions with them on;

• The nature of BA/BSC with Education Degree offered in Makerere University • The competencies and gaps given by the Different Stakeholders in the Tuning Project Study

namely: Employers, Graduates, Students, Academics and the implicit and explicit implications of their rankings and ratings of the different competencies offered by our degree. I also revealed to them the Cape Town Tunning Project agreed Meta-Profile.

7) I made the final report, reflections and concluded. 2) PROFILE OF BA/ BSC ( WITH EDUCATION) DEGREE This is a three year programme and prepares Arts and Science teachers for Secondary Schools. Admission Requirements 1. General Makerere University admission requiremen ts for undergraduate degrees There a 3 University entry schemes A. Direct entry requirements the candidate should have;

i. a) Uganda Certificate of Education ( O'level) or an equivalent ii. b) At least Two advanced passes in approved subjects at the sitting of Uganda Advanced

Certificate of Education Examination ( A'level) or an Equivalent B. Mature Age entry requirements Candidates must be 25 years and above to qualify for this scheme which involves siiiting and pass an Oral and written examination set by the University.

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C. Diploma Holders entry scheme The candidate must hold either a credit or second class diploma or the equivalent relevant to the desired field of study. The candidates must study courses in Education and two other courses A. Education Courses

I. Foundations of Education- Sociology of Education, Philosophy of education, Educational Administration , History of Education, Comparative Education. and Economics of Education.

II. Educational Psychology - General introduction to Psychology, Measurement and evaluation, Guidance and Counselling and human Growth and Development

III. Curriculum and Instruction- An introductory Course in Curriculum Studies, A Basic Course in Educational Technology, The teacher and his Changing roles, General Teaching Techniques and strategies, Practical project in curriculum and Instruction

B. Teaching subjects HUMANITIES BA ( with Education) Teaching subject Economics, Geography, History, Religious Studies( Christian and Islam), Philosophy, Kiswahili , Literature in English Luganda, German,English language studies and French, SCIENCES BSc. ( with Education) Teaching subject Chemistry, Physics, Geography, Mathematics, Biology Physical Education and Economics Year 1 Foundations, Curriculum, Educational Psychology and two Teaching subjects Year 2 Educational Foundations, Educ. Psychology, Special Methods, Practicals and two Teaching subjects Year 3 Curriculum theory and design, Educational Psychology, General Teaching Methods, Special Subject Teaching Methods , Educational Foundations and Practicals. THE LOAD OF A BA/BSC ( WITH EDUCATION STUDENT ) Education papers carry 30 CH, 2 CU Teaching papers/subjects Carry 60 CH 2 CU The Total graduation load is 172 CU, 2580 CH NB one CU is worthy 15 Hours of either practicals or face to face session A Candidate should have done between 56 and 63 papers in order to graduate JOB PROFILE OF A BA/BSc. ( with education) Graduate

• Teach in a secondary school/ Primary Teacher training college or any other educational institution of a comparative level.

• Manage an educational institution (Human resource, records, finance, infrastructure, public relations & networking with stakeholders, planning, quality assurance, and resource mobilization, admission of students)

• Plan and conduct examinations in a school • Supervise student in and out of classrooms • Plan and execute lessons( make schemes of work, lesson plan and look for pedagogical

auxiliaries) • Plan and implement co-curricular activities • Teach and assessing students • Guide, counsel and mentor students • Continuous professional development (Lifelong learning) • Work on education Projects in NGOs/Government or any other education Related project

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SIMILARITIES BETWEEN THE CAPE TOWN AND MAKERERE DE GREE PROFILES

• All aim at training a teacher who is able to translate knowledge into practice • All emphasise a teacher who is able to conceptualise, think and analyse issues • They all emphasise Professionalism, ethical values • They all emphasised leadership, management and team work skills • The all emphasise Pedagogy and other traditional roles of a teacher such as lesson

preparation, scheming and Student assessment. DIFFERENCES

• They differ on issues of commitment to UBUNTU this is not given at all in Makerere University BA/BSC (with Education)

• The Cape Meta-profile is more detailed and inclusive than the Makerere one. Makerere teacher trainee is more localised and constrained missing on issues raised by the Cape [profile issues such as Research,Health education, Ubuntu, Peace and conflict, role modelling, Entrepreneur education, Innovativeness, Time management and ICT

ISSUES WHICH ARE IMPORTANT TO CONSIDER

• Ugandan Teachers teach in a post conflict scenario but are not given training on conflict resolution, peace education or health education this is a very big anomaly because, there is still a potential for war and conflict.

• We have many children with many health challenges directly or indirectly for example HIV/AIDS

• children born with AIDS or whose parents are dead because of HIV/AIDS many teachers can not provide auxiliaries support to them.

• The system provides more job seeker who in turn teach the same to the Ugandan Learners.

• ICT is not yet emphasised at undergraduate BA and BSc ( with education) Level REASONS FOR THE DIFFERENCES

• Uganda Government's attitude towards the education of Teachers, It is the most under funded of all sectors. Government seems more concerned with Primary and secondary education. Higher education in which Teacher education falls is ignored by almost all government departments,

• There is emphasises of subject content and pedagogy against all other competencies for example, During School practice we examine and award marks on how best a student teacher performs in classroom and not what he/she does out side class.

• Failure by the Uganda Government or the Ministry of Education and Sports ( MoES Ug ) to set clear standards to regulate or set clear guide lines or objectives of an ideal Teacher graduate produced by Makerere which provides over 70% of the Teachers not only in Uganda but in the neighbouring countries.

NB: The Ministry or Uganda National Curriculum development Centre does not dictate what is taught to the students at Makerere School of Education and yet it is a national Prime University in Uganda.

• The sociocultural set up of Uganda could explain some differences. PROFILE ADJUSTMENTS/PROFILE SUGGESTED FOR MAKERERE UNIVERSITY From the focus discussions and consultations it was revealed that we need to adjust the following

• The pedagogy to be more Student centred so as to build a critical and reflective teacher who in turn can teach others to do the same.

• Introduce ICT ( use of e-teaching and learning) so as to enable our graduates to do the same in their school practice.

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• Internationalisation of our Teacher Education Curriculum and Degree to enable our graduates compete more ably at the global market.

• We need to teach Entrepreneurship and an Innovative teacher who in turn is able to lead others to be innovative and entreprising.

PEOPLE CONSULTED AND REFLECTIONS The people consulted included:

1) The Dean School of Education 2) The Head of Department Foundations and Curriculum studies, 3) Head of Department Humanities and language education, 4) The Coordinator Higher Education Committee of the School of Education and 5) Assistant Academic Registrar in the School of Education Makerere University 6) An associate professor in the School of Education 7) Colleagues in the College of Education, School of Education and East African School of

Higher Education Studies, Makerere University. SALIENT REFLECTIONS AND CONCLUSION It was observed that we need to restructure our BA /BSc ( with education ) degree to make it more international. They all noted that issues of language education and communication should be given a prime position in Teacher education in Uganda. They also agreed that given the many seemingly unending challenges Uganda is facing we need to use the teacher as the pivot for the anchor on which many of these challenges could be solved. The teacher should be at the front for the Socio-economic development and growth, poverty eradication, conflict resolution and reconciliation, sustainable iving for all people. They argue that this can only be achieved if the teacher is repositioned and given a reformed and better profile. They single out critical issues such as; A teacher as role model in the fight against corruption and other social vices. A teacher who is an emisary for peace, fairness and justice A teacher who practices and promotes democray A teacher who is a promoter of UBUNTU. In Conclusion, it is hoped that the findings from the Tunning Project study, the Cape Town Meta-profile and the rdiscusions in Brussels will provide a bench mark which will be a pivot for a new Bacher of Arts/Bsc ( with Education) profile for Makerere University education Graduate.

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