Joint Africa-EU Strategy Tuning seminarstuningafrica.org/upload/pagina/doc/2/booklet_nairobi... · 2016-06-27 · 2 1. Agenda Joint Africa-EU Strategy Tuning seminars Agenda for the

Joint Africa-EU Strategy Tuning seminars

Fourth General Meeting

Nairobi , 23-25 January 2013

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CONTENT

1. Agenda 2

2. Organisational Structure 6

2.1 Management Committee 6 2.2 List of Participants 9

3. Timetable of Meetings 18

4. Practical Aspects of the Project 19 4.1 Reimbursement Form 20

WORKING PAPERS

A. Final Report of Agricultural Sciences 23

B. Final Report of Civil Engineering 46 C. Final Report of Mechanical Engineering 93

D. Final Report of Medicine 130

E. Final Report of Teacher Education 161

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1. Agenda

Joint Africa-EU Strategy Tuning seminars

Agenda for the Fourth General Meeting 23 to 25 January 2013

Nairobi, Kenya

Tuesday 22 January 2013 Arrival of the participants in Tuning Africa project Management Committee meeting (from 10.00 to 17.00) at Hilton Nairobi Hotel 20.30 Dinner at Hilton Nairobi Hotel

Wednesday 23 January 2013 Location: Hilton Nairobi Hotel Mama Ngina St, Phone: 254-20-2288000 Nairobi, 00100, Kenya Website: http://www3.hilton.com/en/hotels/kenya/hilton-nairobi-NBOHITW/index.html?WT.srch=1 Morning session Plenary session 9.00-9.30 Welcome to participants Mr. Ron Hendrix, EU Delegation to the African Union

Prof. Etienne Ehouan Ehile, Secretary General, Association of African Universities Dr. Yohannes Woldentensae, African Union Commission, Education Division Prof. Crispus Kiamba, Permanent Secretary, Ministry of Higher Education and Scientific Research

9.30-10.30 Update on African Higher Education Harmonisation and Tuning initiative

Presentation of the tasks to be undertaken Julia González

10.30 – 11.00 Coffee break 11.00 – 12.30 Presentation of the final report of 5 Subject Areas by SAG coordinators (20

minutes max. each area)

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12.30 - 14.00 Lunch at Hilton Nairobi Hotel Afternoon session SAG meetings: parallel sessions 14.00 – 16.00 Finalizing outcomes of Tuning Africa . Discussion and general agreements in relation to SAG final report:

• Introduction: presentation of the subject area. • Comments on the context for curriculum reform & mod ernization: some

particular aspect of the subject area in relation to the continental and regional context.

• Definition of generic competences- A thematic persp ective: brief analysis of the generic competences from subject area perspective.

• Identification of specific competences: explanation of the subject specific competences agreed.

• Consultation and reflections: analysis and interpretation of the results (generic and subject specific competences surveys.)

• Elaboration of Meta-Profile: Description of the process followed. Presentation of the Meta – profile. Explanation of the main elements/axes/components of the Meta – profile.

• Review and contrast of Meta profile at regional lev el: Presentation of some examples of institutional current degree profiles in relation to the Meta – profile agreed. Identifying coincidences. Focusing on those elements that differ. Analyzing the weight of the different dominant elements: Are there elements which are not considered in the degree profile of my university? And which would be the explanation and justification for these differences?.

• Contrast of Meta-profile with findings in other reg ions: some outcomes of the discussion held in Brussels with the participation of Tuning members from other regions (Latin America, Russia, Europe).

• Conclusions and recommendations 16.00 – 16.30 Coffee break 16.30 – 18.00 Continue with Final agreements related to SAG report. 20.30 Dinner at Hilton Nairobi Hotel

Thursday 24 January 2013 Hilton Nairobi Hotel Mama Ngina St, Nairobi, 00100, Kenya

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Morning session SAG meetings: parallel sessions 9.00 - 10.30 Definition of a validation procedure for each subject area with key actors.

Elaboration of a proposal for validation. 10.30 - 11.00 Coffee break 11.10 – 12.30 Strategies for dissemination of Tuning Africa outcomes at continental, regional and

national level. Inventory of possible approaches

12.30 - 14.00 Lunch at Hilton Nairobi Hotel Afternoon session 14.00 - 16.00 Tuning in practice.

Discussion of how to implement Tuning degree profiles at institutional level. Exchange of views and experiences. Potential strategies for implementation.

16.00 – 16.30 Coffee break 16.30 - 18.00 From Tuning Africa Project to Tuning Process: the Future

Linking Tuning Africa outcomes to national, sub-regional and regional policies. Discussion on a potential Tuning Africa II project.

20.30 Dinner at Hilton Nairobi Hotel

Friday 25 January 2013 Hilton Nairobi Hotel Mama Ngina St, Nairobi, 00100, Kenya Morning session Plenary session 9.00 – 10.30 Presentation of the validation, dissemination and implementation proposals of 5

Subject Areas by SAG coordinators (20 minutes max. each area) 10.30 - 11.00 Coffee break 11.00 – 12.00 Harmonisation and Tuning: next steps

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Tasks planned for 2013. Tuning Africa II: the way ahead

12.00-12.30 Closing of meeting

Dr. Julia Gonzalez, University of Deusto Dr. Yohannes Woldentensae, African Union Commission, Education Division Ms Deirdre Lennan, EU Commission, DG Education and Culture

12.30 - 14.00 Lunch at Hilton Nairobi Hotel 20.30 Dinner at Hilton Nairobi Hotel

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

• Management Committee • 5 Working groups:

2.1 Management Committee

The responsibility of the Management Committee is to carry out specific tasks required by the project. It is made up of the general co-ordinators of the project, the 5 co-ordinators of each of the subject areas and other regional representatives.

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

Management Committee

Spain Julia María GONZALEZ FERRERAS Co-coordinator Tuning project Universidad de Deusto E-mail: [email protected] The Netherlands Robert WAGENAAR Co-coordinator Tuning project University of Groningen E-mail: [email protected] Algeria Mahmoud BENALI ABDELLAH E-mail: [email protected]

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Cameroon Charles AWONO ONANA E-mail: [email protected] Ethiopia Haddis Rebbi TEKLEMARIAM E-mail: [email protected] France Beatrice DELPOUVE E-mail: [email protected] Germany Karola Katherine HAHN E-mail: [email protected] Germany Margarete SCHERMUTZKI E-mail: [email protected] Kenya Rotimi Joshua OGIDAN E-mail: [email protected] Nigeria Olusola Bandele OYEWOLE E-mail: [email protected] South Africa Matete MADIBA E-mail: [email protected] South Africa

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Damtew TEFERRA E-mail: [email protected] The Netherlands Hanneke VAN BRUGGEN E-mail: [email protected] United Kingdom Arlene GILPIN E-mail: [email protected] United Kingdom John E. REILLY E-mail: [email protected] African Union Commission Beatrice Khamati NJENGA, Head of Education Division E-mail: [email protected] Yohannes Woldetensae, Senior Expert 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]

TECHNICAL TEAM Pablo BENEITONE Project Manager Universidad de Deusto Spain E-mail: [email protected] María ORTIZ-CORONADO LÓPEZ Project assistant

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Universidad de Deusto Spain E-mail: [email protected] Bruno KAIMWA MANENO Project assistant Universidad de Deusto Spain E-mail: [email protected] 2.2 List of Participants by Subject Area

Currently, 60 academics from more than 50 African universities are participating in 5 working groups based around different disciplines (Agricultural Sciences, Construction Engineering, Civil engineering, Medicine and Teaching Education). The universities selected are centres of national excellence in the disciplines they represent and have demonstrated an ability to engage in dialogue with other institutions that work in the same knowledge areas. They have a significant presence in the system (size of the institution, track record, credibility and academic authority) such that a considerable part of the system is represented by their participation.

AGRICULTURAL SCIENCES

Benin Guillaume Lucien AMADJI University of Abomey-Calavi E-mail: [email protected] Burundi Jean NDIMUBANDI Universite du Burundi E-mail: [email protected] Cameroon Christopher Mubeteneh TANKOU Université de Dschang E-mail: [email protected] Ghana

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Samuel Kwame OFFEI University of Ghana E-mail: [email protected] Ivory Coast, Cote d'Ivoire 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] Mauritius Kamleshwar BOODHOO University of Mauritius E-mail: [email protected] Morocco Ahmed ELAMRANI Université Mohammed Premier E-mail: [email protected] [email protected] Nigeria Yemi AKEGBEJO-SAMSONS University of Agriculture E-mail: [email protected] Nigeria

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Olubunmi Abayomi OMOTESHO University of Ilorin E-mail: [email protected] Senegal Mariama SENE Université Gaston Berger E-mail: [email protected] South Africa Puffy SOUNDY Tshwane University of Technology E-mail: [email protected] CIVIL ENGINEERING Algeria 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] Democratic Republic of Congo Lutimba Hubert MAKENGO Universitè de Kinshasa E-mail: [email protected]

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Kenya Stanley Muse SHITOTE Moi University E-mail: [email protected] Nigeria Kabiru BALA Ahmadu Bello University E-mail: [email protected] [email protected] South Africa Karin JANSEN VAN RENSBURG University of Pretoria E-mail: [email protected] South Sudan James Janthana Bango TUKARI Juba University E-mail: [email protected] Tanzania Ignas Aloys RUBARATUKA University of Dar Es Salaam E-mail: [email protected] MECHANICAL ENGINEERING Cameroon Danwe RAIDANDI Universite de Yaounde I E-mail: [email protected] Central African Republic Martin PANOU

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Université de Bangui E-mail: [email protected] Democratic Republic of Congo Léonard KABEYA MUKEBA YAKASHAM Institut Superieur De Techniques Appliquees Kinshasa E-mail: [email protected] Egypt Mohamed Mohamed MEGAHED ELNENI Cairo University E-mail: [email protected] Ethiopia 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 E-mail: [email protected] Rwanda Venant KAYIBANDA Kigali Institute of Science and Technology E-mail: [email protected] , [email protected] Tunisia Taoufik NASRI Ecole Nationale d’Ingénieurs de Tunis

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E-mail: [email protected] South Africa Nawaz Mohamed MAHOMED Cape Peninsula University of Technology E-mail: [email protected] South Africa Andre Eugene MULLER Stellenbosch University E-mail: [email protected] Zambia Shadrick CHAMA Copperbelt University E-mail: [email protected] MEDICINE Algeria Moussa ARRADA Universite d'Alger 1 E-mail: [email protected] Congo Jean Rosaire IBARA Université Marien Ngouabi E-mail: [email protected] Egypt Ahmed Magdy Ibrahim A. EL GOHARY Suez Canal University E-mail: [email protected] Ethiopia

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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] Morocco Abdelhaq ALAQUI YAZIDI Université Cadi Ayyad de Marrakech E-mail: [email protected] Nigeria Olusegun Olusina AKINYINKA University of Ibadan E-mail: [email protected] Senegal Abdourahmane DIA --- Alain Khassim Jacques N'DOYE Universite Cheikh Anta Diop de Dakar E-mail: [email protected] , [email protected] South Africa Jennifer Elizabeth RAMESAR University of Cape Town E-mail: [email protected] Tunisia Ali CHEDLI Faculty of Medicine of Monastir E-mail: [email protected] TEACHING EDUCATION

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Cameroon Pauline Lyonga LYONGA , Therese MUNGAH SHALO EPSE TCHOMBE University of Buea E-mail: [email protected] , [email protected] Egypt Hani Abdelsattar Mohamed FARAG Alexandria University E-mail: [email protected] Ethiopia Birhane Sime GERESSU Adama Science and Technology University E-mail:[email protected] Gabon Théophile MAGANGA Université Omar Bongo E-mail:[email protected] Kenya Stanley Gathogo MUKURIA Kenyatta University E-mail:[email protected] Mozambique Eugenia Flora Rosa COSSA University Eduardo Mondlane E-mail:[email protected] Namibia Charmaine Benite VILLET University of Namibia E-mail: [email protected] Nigeria

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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] Somalia Mohamed HASSAN NOOR Mogadishu University E-mail: [email protected] [email protected] South Africa Zubeida Khatoom DESAI , Mogamat Shaheed HARTLEY University of the Western Cape E-mail: [email protected] , [email protected] Tanzania 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. Timetable of Meetings

MEETING

DATE

First General Meeting in Yaoundé - Cameroon

23/01/2012 to 25/01/2012

Second General Meeting in Cape Town – South Africa

15/05/2012 to 17/05/2012

Third General Meeting in Brussels – Belgium (joint meeting with other Tuning national and regional projects)

20/11l 2012 to 22/11/2012

Fourth General Meeting and Closing in Nairobi - Kenya

23/01/2013 to 25/01/2013

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4. Practical aspects of the project The Joint Africa-EU Strategy Tuning seminars project will assume all the costs of travel from the home city to the city where each meeting takes place. The simplest way of doing this is that participants buy their own tickets and, once the journey has been completed, send original copies of tickets and boarding cards, as well as the reimbursement form attached below, to the project manager, who will then transfer the required amount to the bank account indicated on the reimbursement form. It should be taken into account that tickets should be economy class , and that the project has maximum levels for their cost. As regards intercontinental flights (Africa – Europe), the maximum accepted is 1400 euros (ONE THOUSAND FOUR HUNDRED EUROS). As regards flights within Africa, the maximum price allowed is 700 euros (SEVEN HUNDRED EUROS). For flights within Europe, the maximum is 500 euros (FIVE HUNDRED EUROS). For this meeting, it has been suggested that those running the project should purchase air tickets. In this case, those who choose this option only need to send the boarding cards of all flights once the journeys have been completed . The address to which such forms of proof should be sent is at the University of Deusto; its address can be found on the reimbursement form. As regards accommodation and living costs, these are also covered by the project, and reservations will be made by those in charge of the project. Participants will be informed in advance where they will be staying, and given other practical information. The signing-up process for each meeting, which also deals with reservations for the hotel, lunches, and evening meals, will be done through a on-line form, which will be made available some time before the start date of each meeting. The general meetings of the project will have similar formats. They will also be provided with an amount of money to cover other costs, such as airport taxes and taxis. At each of the general meetings, participants will be given working and discussion documents. Each document will be identified by the name or number of the meeting. Documents considered definitive versions will be printed on white paper, and will show the results of the project. Issues under discussion, drafts, and those pending approval, will be printed on orange paper.

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4.1. Summary of Joint Africa-EU Strategy Tuning sem inars

Reimbursement Form

Bank Data Bank account number IBAN code SWIFT code Name of the bank Address of the bank Postal code Town/City Country Name of the account holder Address of the account holder Postal code Town/City Country Institution (to which you belong)

Name of institution Address of Insititution Telephone Fax Travel Means of trnasportation used

Place of departure Place of arrival

Date Price paid*

Train/Ship there back Airplane (& class)**

there

back TOTAL: * Please fill out the currency in which the ticket has been paid ** only APEX tickets will be reimbursed I declare that this form was filled out truthfully, and that no other reimbursement requests for this trip have

been made to another organisation or institution. DATE SIGNATURE

(day/month/year) of the applicant for reimbursement ---------------------------------------------------------------------------------------------------------------------

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Please fill out this form by computer (or typewritt en) and return it with the original tickets by mail to: Pablo Beneitone Universidad de Deusto International Tuning Academy, Ref. T Africa Avda. de las Universidades 24 48007 Bilbao ESPAÑA ----------------------------------------------------------------------------------------------------------------- Activity

Fourth General Meeting

Place and date of activity

Nairobi - Kenya, 23 - 25 January 2013

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A. Final Report of Agriculture Sciences

Introduction of Agriculture Science

Agriculture is one of the first activities of the early man, and can be defined as the set of activities that transform the environment for the production of animals and plants for human use.

Agricultural Sciences can be defined as the study of plants and animals used for food and fiber, from production to final consumption, including their transformation to other useful products.

Agricultural Sciences are a broad multidisciplinary field that encompasses not only the study of plants and animals, including soil, but also the economic and social science contents that are used in the practice and understanding of agriculture.

Professionally, Agricultural sciences include research and development of the transformation of primary agricultural products ( Plants and Animals) into end-consumer products, with the production and or processing techniques that are involved, as well as the techniques used in improving agricultural productivity and the prevention or correction of losses and adverse agricultural issues.

Importance of Agricultural Sciences to Africa

In Africa, the study of Agricultural Sciences helps in developing human capacity for the largest source of sustenance to the people and the economies. A high percentage of the people of Africa depend on agriculture as a source of livelihood. It is a sector which contributes the highest percentage of the Gross Domestic Product (GDP) of most developing countries.

For many African countries, Agricultural sciences produce the manpower for food and fibre production. Agriculture is an important foreign exchange earner. It provides the raw materials for many industrial processes. Agriculture, therefore, plays a critical role in the economic development of most African countries. Agriculture education in Africa is therefore essential to produce graduates who understand the vital role agriculture plays in the rural and economic development of the Africa. A well-functioning agricultural educational system is therefore necessary to provide the requisite capacity for sustain the enterprise and resources for development and implementation of technologies in the field.

Typical occupations / fields of work / labor market segments of graduates

Agricultural graduates are expected to perform a wide range of agricultural functions after graduation. Graduates take up employment in diverse areas of jobs and serve as teachers/ lecturers, bankers, consultancies, civil servant, lab. technicians, immigration officers, (quarantine officers), environmentalists, managers (game / wildlife / forestry/ fisheries), farm technologist, engineers and businessmen.

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TYPICAL WORKING POSITIONS AFTER GRADUATION DIPLOMA BACHELOR/ Licente MASTERS DOCTORATE

• Farm technologists • Farm Supervisors • Business • Lab. Technicians • Sales Rep./

Marketer • Civil Service

• Agriculturists • Farm Managers • Food Processors • Extensionists • Researchers • Teachers/ lecturers • Banking • Consultancy • Civil Service • Lab. technicians • Immigration (Quarantine

Officers) • Environmentalists • Managers (Game /

Wildlife / Forestry/ Fisheries

• Farm Technologists • Engineers. • Business

• Agriculturists • Farm Managers • Food

Processors • Extensionists • Researchers • Consultancy • Business • Civil Service • Marketers. • Civil Service

(National / International)

• Managers (Game / Wildlife / Forestry/ Fisheries

• Researchers • Lecturing • Consultancy • Business • Civil Service

(National / International)

•

Structures and Degree’s at participating institutio ns

Most of the tertiary agricultural education takes place in the Faculties of Agriculture in national Universities, although a there a few Universities which are exclusively dedicated to Agriculture. Higher Education Programmes are offered by higher education providers at the first, second and third level in Africa, that lead to the award of a Diploma, Bachelor/Licence, or master degree (MSc/MPhil) and PhD. The duration of the first cycle programmes vary from 3-5 years, the duration of second cycle programmes vary between 1-2 years, the duration of PhD from 3-5 years in different Universities and countries (see Annex 1).

Usually a broad based general training is offered for the first two or three years and a specialization in a particular area of agriculture in the final stages of the study.

� Comments on the context for curriculum reform & mod ernization

Agricultural sciences are a broad multidisciplinary field that encompasses not only the study of plants and animals, including soil, but also the economic and social science contents that are used in the practice and understanding of agriculture. The skills, attitudes and the broad knowledge needed for sustainable education and practice become very important. The strong need for curriculum reform and modernization under the current reality is very necessary. The relative importance of rural agriculture in the economies and cultures of Africa have a great implication for higher education in agriculture and natural resources management. Drawing series of generic and specific competences that will project agricultural education towards modern reforms was a prime factor.

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Consultation and development process

The Tuning competence-based approach makes it possible to consult stakeholders. The concept of competences includes learning outcomes. Tuning distinguishes between generic (relevant to any study programme) and subject competences.

In the Agriculture science group experts from all over Africa have been able to work together constructively to design a questionnaire on generic and subject competences to consult graduates, employers, academics and students. The needed ability to learn and practice agriculture was elaborated in the various competences. Questionnaires were developed on professional role the graduates are expected to carry out and to the academic standards they are expected to achieve in the subject area.

Eighteen generic competences were identified for all study programmes Furthermore sixteen specific competences that are majorly innate and natural endowments in the learners were identified, discussed and jointly agreed on.

Questionnaires on generic and subject specific competences were sent to academics, students, employers and graduates. Responders to the questionnaires were asked to rank the importance of the 18 generic and 16 subject 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.

1021 responses were received: 253 from graduates, 258 from academics, 314 from students, 196 from employers.

The results from the questionnaires prescribe competences that all providers of a higher education degree on first level are expected to meet or exceed. Factors were built for a meta profile based on the core elements of agriculture science and the inter-relationship to learning process, social values, technical/technological capacity, innovation and organizational/communication skills was generated.

Definition of generic competences - A thematic pers pective

Generic competences are considered to be important for success in any career for a university graduate in Africa. Particularly novel in Tuning is the focus on ‘generic competences', which explicitly have taken into account in all academic programmes.

A list of generic competences was identified and agreed upon by all African universities from the five subject areas present:

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

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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

Observation of the results generic competences Agri culture Science

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

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Comparison of Academics, Graduates, Students and Em ployers – Ranking

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

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

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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 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)

�Identification of specific competences:

Any degree programme must develop subject specific competences, that is, knowledge, skills, abilities and values, specifically needed for the subject area. The Agriculture science group jointly developed a subject specific questionnaire for Agricultural science that graduates should have developed for work in an African context.

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.

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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

Observation of the results subject related competen ces

acad empl stud grad

import achiev gap import achiev gap import achiev g ap import achiev gap

1

Have the Knowledge 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

2

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

3,75 2,84 0,91 3,73 2,75 0,98 3,60 2,94 0,66 3,71 2,87 0,84

3

Ability to evaluate and manage agricultural projects, as well 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

4 Should possess entrepreneurial and creative 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

5 Should 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

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

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

7

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

3,73 2,60 1,13 3,62 2,66 ##### 3,48 2,59 0,89 3,68 2,53 1,15

8

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

3,69 2,69 1 3,65 2,57 1,08 3,39 2,68 0,71 3,56 2,73 0,83

9

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

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 well 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

11 Ability to know, advice 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

12

To 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 work within the organization, business and community management of the rural sector.

3,50 2,74 0,76 3,42 2,71 0,71 3,43 2,73 0,7 3,51 2,75 0,76

14

Ability to identify pests, pathogens, and weeds associated with 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

15 Ability to improve quality and safety along the agricultural value 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 in different farming systems.

3,43 2,21 1,22 3,36 2,36 1 3,40 2,56 0,84 3,41 2,46 0,95

30

Comparison of Academics, Graduates, Students and Em ployers – Ranking

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

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 in position 2.

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“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).

� Consultation and reflections:

Comparison of Academics, Graduates, Students and Em ployers

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 lays in the very close

cooperation and the interaction between them. 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 fully 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.

32

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 (students can not been selected, many agriculture students choose the subject because of 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 throw up gaps between their rankings of importance and achievement.

� Elaboration of Meta-Profile:

The Agriculture Science group found that the following approach to elaborate of meta-profile allowed most participants to fit most of their programmes.

They grouped the subject area in the following way1

Core elements: Which syllabi represent the essential characteristics of this progammes?

Specializations: Which areas could be identified vertically, horizontally or laterally – for further useful studies?

Support & Methodology: What else is needed to understand issues, to identify structures and analyses them and to express them in different ways? Organzation & Communication, Transfer: How does theory relate to practice?

The existing programmes of the participating institutions were analyzed in this way (see Annex 2)

The group agreed on the widest approach to bring all the different fields in Agricultural Sciences together to create an over-arching framework (reference points) for Agricultural Science. Based on the core elements, the following factors were agreed on

1 Reference points for the design and delivery of degree programmes in business, p 59

33

The Agricultures Science group agreed on following factors:

Core elements:

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

Learning Process:

G1 Ability for conceptual thinking, analysis and synthesis

G3 Capacity for critical evaluation and self-awareness

G4 Ability to translate knowledge into practice

G5 Objective decision making and practical cost effective problem solving

34

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 UBUNTU (respect for the well being and dignity of fellow human beings)

G7 Ability to communicate effectively in official/national 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 interculturaland/or international context

G18 Commitment to preserve and to add value to the African 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

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Innovation

G1 Ability for conceptual thinking, analysis and synthesis


G6 Capacity to use innovative and appropriate technologies

G10 Ability for creative and innovative thinking


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

Organization and Communication Skills

G7 Ability to communicate effectively in official national 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

G14 Ability to work in an intra and intercultural context

G15 Ability to work independently

G17 Self-confidence, entrepreneurial spirit and skills

S3 Ability to evaluate and mange 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

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

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 policies and regulations

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

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Technical/Technological Capacity


G6 Capacity to use innovative and appropriate technologies

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

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 basics sciences


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

S8 Ability to implement sustainable practice 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 pest, 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 mange machinery implements and equipment for agricultural use in different farming systems

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Relations between the factors:

Review and contrast of Meta profile at regional lev el: Presentation of some examples of institutional current degree profiles in relation to the Meta – profile agreed. Identifying coincidences. Focusing on those elements that differ. Analyzing the weight of the different dominant elements: Are there elements which are not considered in the degree profile of my university? And which would be the explanation and justification for these differences?.

Participating institution were asked to reflect on the developed Meta-framework on their programmes. Independent of the title of the degrees the subject area of agricultural science with similar content can be found all over Africa.

Based on the analyzed existing programmes (Annex 2) and on the developed core elements of the progremmes a matrix was developed by the group and all group members were asked to fill it the figures of their institution.

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General observation was that all the generic competences were considered relevant and important in the agricultural programmes of the Universities but not always covered.

The core elements were covered in all of the agricultural programmes. There was a good fit between the competences identified and the subject competences in the programmes.

A few Specific Competences were identified to be currently not in the programmes of some of the institutions but members expressed the desire by their institutions to incorporate them in their courses.

Members of the group were concerned about teaching and learning methods of some of the competences like “ S4 Should possess entrepreneurial and creative skills”.

G8 – ability to communicate in local language generated a lot of discussion. It was agreed that this particular competent may not be easy to adopt because of the diversity of languages in our countries. Members considered that it could be deleted from the document

G10 – there was a general concern on how do instill self confidence in students particularly courses with large classes.

Good practices being implemented in agricultural in stitutions to enhance quality training

Most of the group members indicated that their programmes are designed to ensure that students take practical lessons at the Universities and in addition undertake further practical training on attachment to communities from 3-12 months. Students live and work within the communities. It was however, noted that this has implications on length of Bsc programmes. The structure of programmes described showed a range 3-5 years duration. Other good practices adopted to ensure quality training included;

CORE COMPETENCES

COURSES MEETING THE COMPETENCE IN YOUR

UNIVERSITY PROGRAMS [ Codes and Cred it Units.].

E.g. AGR 403 (3).

NUMBER OF UNITS IN YOUR DEGREE PROGRAM

DELIVERING THIS COMPETENCE (i.e. Extent or Degree of Coverage in

Program

ACTION THAT NEEDS TO BE TAKEN BY YOUR

UNIVERSITY IN RESPECT OF THIS COMPETENCE

1.0 CORE ELEMENTS

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.

39

Bringing trainees in direct contact with farmers

Ensuring good practical content in Agricultural programmes.

Final year students undertake research work and write a dissertation

Newly recruited lecturers undergo training in pedagogy before teaching

Challenges in effective incorporation of competence s in agricultural programmes

A number of challenges which could affect the effective adoption of the competences and incorporating them into the programmes were discussed.

Funding: in order to effectively adopt all the competences, members observed that there will be the need for substantial investment to improve, infrastructure, laboratories and equipment, teaching aids create good learning environment and provide well equipped library among others.

Attitude and response by students: members expressed concern about the attitude of students to respond to innovations and changes in the content of their programmes. It was the general impression that the responses from the students could be negative and a disincentive to adopt these changes.

Quality of teachers and Teaching methods: the quality of teachers in the institutions was considered to be a major factor in the adoption and ensuring that the generic and specific competence are part of the courses. Members were concerned about pedagogues whose class room lessons consisted entirely of dictating notes. Teachers who are not competent in modern technologies.

There was a general feeling that teachers will need re-tooling/re-training to be more effective in their lecturing. The age old style of lecturer-centered instruction should be replac ed with student-centered methods.

Large student numbers: some members complained that the classes they teach are usually large which poses a great difficulty in having effective interaction with the students to be able inculcate quality skills in the student.

� Contrast of Meta-profile with findings in other reg ions: some outcomes of the discussion held in Brussels with the participation of Tuning members from other regions (Latin America, Russia, Europe).

� Conclusions and recommendations

Strength of African Learner

Members discussed the strengths of the average African student and identified the following key strengths of the African learner

- Students have good grounding in science, - Students have good language skills - Students have good experience to adapt to new conditions - Students have propensity to perform under diverse learning environments (conditions)

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Weakness of the African learner

- The writing skills of students were generally considered to be poor, although this was found a general observation of students all over the world.

- There w a general feeling that the students are not independent, nor analytically minded and largely depend on lecturers for most of their education

Strength of the African context :

- Agriculture is important and relevant in the economies of most African countries and contributes substantial proportion of the GDP in most of the countries. Therefore agriculture is important to all governments.

General Conclusions

- Sufficient consensus on the importance of generic most of the specific competencies - Most of the representatives agree that competencies should be embedded within agricultural

programmes. Programmes may have to be re-designed to incorporate competencies in them - There is diversity in the length of agricultural programmes in the universities in Africa. - Strong need for leadership training in our programmes.

Potential ways for information and dissemination

Domestication (adaptation) of Tunning Africa in individual countries

Orientation of tertiary educational authorities on tuning and competence

Awareness creation among key stakeholders: Govt agencies, policy makers, university communities and partners, Regional organizations/Net works- such as Ruforum, ANAFE, FARA, Development Partners such as UNESCO, World Bank, DAAD,

Alignment with other initiatives on tertiary agricultural education in Africa eg TAE

Creation of a Data base of all agricultural institutions

Creation of a platform for interactions among individuals and institutions.

Annex 1

Group 1 Group 2 Group 3 Group 4 GROUP 5 a Structure of the study

program Faculty of Agriculture / Agronomie/ Faculty of Natural Sciences

Faculty of Science / Technology/

Faculty of Agriculture / Agronomie

Faculty / College of Agriculture

High School / of Agricultural Science

b Terms/semester, credits/

Semester/Cre Credit /Modular/

Semester/ Yearly /

Semester/ Credit/

Yearly

41

Group 1 Group 2 Group 3 Group 4 GROUP 5 dit

Semester Credit/ Modules

Typical first degrees offered (Duration of courses)

B.Sc (Agric)/ Licence (Option)

B.Sc /B.Tech(Option)/ Licence

BSc Agric, (Option)

B Agric

B. Tech / B.Sc (Option)

-

Duration of Bachelors

Bachelor/ Licence

3 years 3 years / 4 years

3 or 4 years 5 years (none)

c

Duration of Masters 2 years 2 years 1 or 2 years 2 years 5 years

(Professional Masters / Ingenieur Agronome

Duration of PhD 3-5 years 3-5 years 3-5 years 3-5 years Diploma of 1 year Advance Studies + 3-5 years

REPRESENTATIVE INSTITUTION

UGB, UDS – FASA, UAC, UAA, UB, UAC/FSA

UMP-oujda, TUT,

UM, UG legon, EGU, UBUEA

Unilorin, FUNAAB,

UA/ESSA

Annex 2

Elements of the subject area (core/support/speciali zation

SPECIALIZATION WITHIN THE SUBJECT AREA

CORE ELEMENTS

Sub- Group within the CORE ELEMENTS

SUPPORT ELEMENTS

1 Animal Sciences Nutrition, Zoology,

Genetics, Physiology, Breeding,

Animal health,

Subject matter Sciences,

Economics,

Management sciences,

Mathematics, Physics,

Biology,

Chemistry,

42


CORE ELEMENTS


SUPPORT ELEMENTS

Reproduction,

Management,

Animal Biology,

Pasture

Extension

2 Plant Sciences/ Crop Sciences/ Horticulture

Farming Systems

Genetics, Physiology,

Plant Nutrition,

Breeding,

Crop Protection,

Management,

Botany

Biotechnology

Seed Science


Economics,


Extension

3 Soil Sciences Soil Biology,

Soil Chemistry,

Soil Physics,

Soil Ecology,

Soil Microbiology

Soil mechanics

Soil Classification


Economics,


Extension

4 Agricultural Extension Communication,

Rural Sociology,

General


Economics,

Language

ICT

Statistics

Geology

43


CORE ELEMENTS


SUPPORT ELEMENTS

Agriculture,

Information Management

ICT,

Anthropology


5 Food Science and Technology Biochemistry,

Food Chemistry,

Microbiology,

Processing,

Food Engineering,

Food Safety and Quality,

Food machinery,

Nutrition and Toxicology,

Food Laws and Standards


Economics,


Nutrition Education/ Extension

6 Fisheries and Aquaculture Fish Nutrition,

Zoology

Fish Pathology and Health,

Fish Biology,

Fisheries


Economics,


Extension

44


CORE ELEMENTS


SUPPORT ELEMENTS

Management,

Cage Culture,

Fish Quality and Preservation,

Hydrobiology,

Limnology 7 Forestry and Wildlife /

Conservationists Botany,

Zoology,

Wood Engineering,

Wood Science,

Wildlife Management,

Ethnoforestry,

Agro-forestry,

Sylviculture


Economics,


Extension

8 Agricultural Economics / Agrio Business Management

Farm Management,

Marketing,

Agri-Business,

Agric Dev. &Policy,

Micro and Macro- Economics,

Econometrics,


Economics,


Extension

45


CORE ELEMENTS


SUPPORT ELEMENTS

Biometrics

9 Agricultural Engineering /

Irrigation Engineering Irrigation,

Drainage,

Farm Machinery,

Processing,

Farm Structures,

Post harvest Technology,

GIS,


Economics,


Extension

10 Agricultural Biotechnology Molecular Biology,

Bio-Informatics,

Bio-Ethics,

Microbiology,

Diagnostics,

Genomics


Economics,


Extension

11 Water Resources and Agrometereology

Hydrology,

Climatology,


Economics,


46

B. Final Report of Civil Engineering The Civil Engineering Pilot Project As Civil Engineering was identified at the Nairobi Stakeholder Conference in March 2011 to be of major relevance for the future development of the African continent, Civil Engineering was selected to serve as one of the pilot projects of the Tuning and Harmonization of Higher Education in Africa Project. At a workshop in Dakar November 2011, the ten countries were selected out of a number of applicants to represent Tuning Higher Education in Africa – Civil Engineering in the pilot project to be started in January 2012. Altogether ten countries were selected to participate in the pilot project Civil Engineering: • Algeria • Botswana • Cameroun • Democratic Republic of Congo • Ethiopia • Kenya • Nigeria • Tanzania • South Africa • South Sudan (joined the project at a later stage) A subject area group Construction Engineering was formed initiate the dialogue on the potential of the tuning methodology for curriculum reform and quality assurance. The group soon changed its name to Civil Engineering. Civil Engineering seems to better reflect the broad spectrum of disciplines and the teaching reality in African higher education. Construction Engineering turned out to limit the scope too much as does not match the reality of the programmes provided in African universities. The Civil Engineering Subject Area Working Group The composition of the Civil Engineering group covered a broad regional distribution of the ten selected African countries: • Haddis Rebbi, Lecturer Environmental Planning and Landscape Design, Ethiopian Institute of

Architecture, Building Construction and City Development (EiABC), Addis Ababa University, Ethiopia (and Germany) (Project Steering Committee)

• Karola Hahn, Managing Director, Ethiopian Institute of Architecture, Building Construction and City Development (EiABC), Addis Ababa University, Ethiopia (Project Steering Committee) (later Senior Advisor GIZ/AUC Pan African University)

• Robert Nzengwa, Dean Faculty of Industrial Engineering, Université de Douala, Cameroon

• Kabiru Bala, Ahmadu Bello University, Building Department, Faculty of Environmental Studies, Nigeria

47

• Hubert Makengo, University of Kinshasa, Academic Secretary. Polytechnic Faculty of Engineering and Department of Civil Engineering, DRC

• Mohand Hamizi, Faculty of Construction Engineering, Head of Department of Civil Engineering, University Mouloud Mammeri de Tizi Ouzou, Algeria

• Oagile Kanyeto, Department of Civil Engineering, Faculty of Engineering Technology, University of Botswana, Gaborone, Botswana

• Inge Pieterse, Senior Lecturer, Department of Construction Economics, Faculty Engineering, University of Pretoria (Quantity Surveying), South Africa (Due to the broadening of the scope of the project from Construction Engineering to Civil Engineering Inge Pieterse handed over the project to Karin van Rendsburg, Faculty of Civil Engineering, University of Pretoria, South Africa )

• Ignas Aloys Rubaratuka, Head of Department of Structural and Construction Engineering, College of Engineering and Technology University of Dar Es Salaam, Tanzania

• Stanley Muse Shitote, Department of Civil and Structural Engineering, School of Engineering, Moi University, Kenya .

• James Janthana, Juba University, South Sudan (Juba University joined the project at a later stage due to operational bottlenecks in the newly founded State)

The working group met in three major working meetings that were complemented by separate meetings within the participating countries or institutions as well as online dialogues and exchanges. The three major working meetings were held on • 23 -25 January 2012, Yaoundé, Cameroun • 15-18 May 2012, Cape Town, South Africa • 18-22 November 2012, Brussels, Belgium The Civil Engineering Group was supported by two advisors: • Pablo Beneitone, International Relations, University of Deusto, Tuning Higher Education Expert and

Steering Committee Board Member (Spain and Argentina)

• Dr. Damtew Teferra, Advisor, Steering Committee Tuning Africa, Founder of the International Network for Higher Education in Africa (US, Ethiopia and South Africa)

At a later stage, two observers assisted the group: • Prof. Dr. Merle Hodges President, Cape Peninsula Univ. of Technology, President International

Education Association South Africa (IEASA), (Cape Town Meeting), and

• Ron Hendrix, EU Delegation to the African Union, Addis Ababa (Brussels Meeting).

Civil Engineering in the African Context

48

Civil Engineering will be one of the crucial subject areas in African higher education due to the constantly rising demand of Civil Engineering graduates for the public and private sector around construction projects. The demand has two dimensions: a quantitative dimension (demographic developments and urbanization) and a qualitative dimension (the need of sustainable construction preferably with local building materials, the reduction from the dependency of cement and steel imports, the need to develop energy friendly construction technologies). The need of Civil Engineering graduates in Africa is strongly linked to demographic developments and the rapid urbanization and the ever growing construction sector all over the continent. The labor market demand for well-educated Civil Engineers will continue being huge. The population of Africa has grown exponentially over the past century. In 2011, the median projection of the UN Population Division, which had been around 9.15 billion by 2050, was revised upwards, reflecting the fact that fertility rates, principally in Africa, are not diminishing as expected. According to UNDP, the population growth is expected to remain high. Projections speak of nearly 2 Billion inhabitants in Sub-Saharan Africa until 2050 (UNDESA 2011).

Figure: 1 The growth of population is going alongside with a rapid urbanization and Africa's cities are set to swell in size. In 2030, half of the African population will live in cities. According to a recent report from UN-HABITAT, the United Nations Agency for Human Settlements, the population of some cities is set to swell by up to 85% in the next 15 years. The most populous city in 2010, Cairo, will grow by 23% to 13.5m people. By 2025, however, it will have been overtaken by both Lagos (15.8m) and Kinshasa (15m). Food and water shortages, poor infrastructure and a lack of housing are among the problems faced by governments during such rapid urbanization. Progress in meeting these challenges would be shown by a

49

fall in the proportion of slum-dwellers, who currently account for 70% of urban inhabitants. (Economist, 13 December 2010)

Figure: 2 http://www.economist.com/blogs/dailychart/2010/12/urbanisation_africa Africa will face huge challenges in meeting the needs and aspirations of rapidly growing, youthful populations. In Sub-Saharan Africa alone, the group of the 15 to 24 years young women and men will increase from 170 million to 360 million by mid-century. This demographic development has a deep impact on energy, water, and climate. The built environment will need to grow exponentially. Infrastructure will be needed for millions of inhabitants e.g. with regard to housing and upgrading informal settlements, social infrastructure (schools, hospitals, kinder gardens, sanitation facilities, recreation centers, sports facilities etc.). New waste and water management systems will be needed. Construction will boost with regard to traffic and transport (Roads, Bridges, Railways, and Airports) as well as with regard to Industrial Buildings, plants and production, processing and storage facilities; Social and Urban Spaces will need to be designed and built. African countries, especially sub-Saharan francophone countries are less than 60 years independent and still lack basic and main infrastructures such as houses, roads, bridges, rails, dams, airports and seaports, industrial structures etc. The importance of Civil Engineering (CE) is undeniable since unlike developed countries more than 90% of the above infrastructures still have to be built. The economic growths of African countries are positive and most governments have targeted to emerge in 2025 for some or 2035 for others like Cameroon. Some countries are already or will become very soon

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huge CE work sites because of the constructions of various infrastructures like in Cameroon where 3 hydroelectric dams, 600kms of railway, 200kms of motorways, 2 deep sea ports, 1 shipyard, many mining industries, several kilometers of tarred roads, big bridges, 2000 low cost houses etc. are under construction. Unfortunately these infrastructures are mostly constructed by foreign companies with foreign workers (e.g. Chinese workers) and imported technologies and building materials. African countries, especially in sub-Sahara, do not have great competitive CE construction firms and even the existing medium size companies are not capable to be sub-contractors in most of these huge construction projects. Hence, there is an urgent need to organize the CE sector to enable emerge great African firms and design offices. The Tuning Higher Education in Africa pilot project provides an opportunity for Africa to harmonize engineering curricula so as to produce competent human resources in quality and quantity to provide future transnational African firms with adequate personnel. African civil engineers are trained in Africa or abroad in very many different systems; 4 year course in some countries and 5 in others, especially French speaking countries. These engineers, brilliant they may be, are hardly given opportunities to conduct great constructions since most of the funds and insurance are foreign. Though in every country Civil Engineers are organized in Professional Associations to defend their interest they do not influence government decisions as Architects do, especially in French speaking countries. In fact national architects are obliged to sign every building project documents and thus make money for themselves. Their opinions are thus considered in every important building project. No such commitments are instituted for engineers because the technologies used for construction are usually owned by foreign firms which are imposed by funders. It is now urgent for Africa to train engineers with management skills so that graduates can create small enterprises which can grow up to great firms. Many countries have started improving curricula. Foreign firms (except Chinese) do recruit a good number of national civil engineers because they are cheaper but the demand is increasing because of these huge constructions of infrastructures. The number of graduates do not fulfill the gap so foreign experienced engineers are still needed. In central Africa only 4% of higher school learners register for engineering studies because they are expensive and difficult. Though gender aspects are considered during admission the ratio of female students are even far beyond 0.5% in this region. China graduates 1 million engineers per year. Central Africa graduates less than 3 thousand per year. It is clear that efforts and strategies should be implemented to improve the number of engineers trained per year in Africa especially in the CE sector. This goal can only be achieved if some financial strategies are well defined and implemented transnationally for startup CE companies and if all the stakeholders (higher education, professional associations, CE companies, international organizations, policy makers, etc.) commit to let Africa be thought and built by Africans. Africa is the only continent which is thought and built by others. The improvement of infrastructure on a regional level is not only part of the new strategic endeavors of the African Union. Some African countries have also adopted specific infrastructure plans. The Federal Republic of Nigeria is in West Africa, occupies nearly One Million Square Kilometres for about 160 million people. The official language is English and is used along with more than 300 local languages. Over ten years ago, the federal government declared French as the second official language which is gradually being accepted. There are Thirty Six federal universities, 37 state governments-owned universities, and more than 45 private universities. Currently, the students’ population in all the universities is about 1,000,000 out of which is about 3% study civil engineering. The average enrolment into Nigerian universities was 37.6% for women, compared to 62.4% for men, in the years 2008-2010. However, less than 10% of civil engineering students are female despite gender considerations considered during the

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admission. Civil Engineers are trained in most of the federal universities, and a few of the state-owned and private universities. Currently, there are less than 24,000 registered engineers in Nigeria, out of which about 25% are civil engineers. Considering the population and infrastructural deficiency in Nigeria, this number is grossly inadequate to cater for national development. The Bachelor, Master, and PhD credit system in Nigeria operates a 5years, 2years and 3years respectively; with a minimum of 180 credit units, 60 credit units and 40 credit units attributed respectively to the different levels. The first level or Bachelor level with a minimum of 180 credit units, 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. The second level or M.Sc. level with a minimum of 60 credit units, is devoted for advanced and specialized courses in various branches of Civil Engineering leading to the award of Master of Science with specialization in Highway and Transportation Engineering, Structural Engineering, Geotechnical Engineering, Civil Engineering Construction Materials, Hydraulics and Hydrology, and Environmental Engineering options. Students are free to choose a particular area of specialization after a mandatory general semester courses. Courses taught at this level includes Numerical analysis, design of timber structures, bituminous materials, advanced cement and concrete technology, advanced soil mechanics, dams and reservoir operations, metal structural design, advanced reinforced concrete design, transportation planning, airport design, Highway materials, pavement design and maintenance, advanced traffic engineering, advanced structural analysis, theory of plates and shells, advanced foundation engineering, lateritic soils and other problem soils in Africa, rock mechanics, earth pressures and retaining structures, instrumentation and testing methods, materials science and application to construction elements, fiber and composite materials, etc. The third level or PhD level with a minimum of 40 credit units is devoted for research work. However, candidates are expected to undertake a mandatory course on research methodology in their first year. In addition to the 40 credit units, candidates could other courses of relevance to their respective research works on the advice of the supervisory committee. The South African Government adopted a National Infrastructure Plan in 2012 that intends to transform the economic landscape while simultaneously creating significant numbers of new jobs, and to strengthen the delivery of basic services. The plan also supports the integration of African Economies. Even highly developed countries like South Africa have under-serviced areas with regard to infrastructure

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Figure 3: Civil Engineering Needs in South Africa

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Figure 4: Civil Engineering Needs in Bulk Infrastructure Requirements in South Africa

Civil Engineering Needs in Ethiopia

Ethiopia has adopted a National Growth and Transformation Plan, where the improvement of the infrastructure in all regions of the country plays a central role. As a consequence the sector crossing Engineering Capacity Building Program and its successor the Labor Market Oriented Education Program became core reform programs to educate the needed engineers and technicians in this field.

Ethiopia is currently engaged in an effort to re-align its higher education system in more direct support of its national strategy for economic growth. Infrastructure development and social services has expanded. According to the Ethiopian Government strategic plan (2010/11-2014/15) expansion and maintenance of infrastructure such as road, power and water supply need is at the forefront of the countries development agenda. During the past several years, huge investment has been effected for the development of the sector. However, the country’s infrastructure base has not yet reached its advanced level. Limited human capacity at local level had been a problem so far. According to the countries strategic plan infrastructure development will be further intensified with due focus on the quality of services. For this Infrastructure development a huge demand for civil Engineering will be there for construction of railway, road, and energy and irrigation development.

Infrastructure Development within the Ethiopian Government Strategic Plan includes:

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1. Road

Government of Ethiopia has attached a high priority to improving the road infrastructure, which was reflected in the Road Sector Development Programs (RSDP) launched since 1997. As a follow of the plan, the Second Road sector Development Program (2010/11-2014/15) as part of the second overall national Growth and Transformation Plan has been prepared giving more emphasis on access.

2. Railway/Transport

During the next five years the railway network sub-sector’s objectives are building the nationwide railway infrastructure network; building local capacities in engineering and technological transfers in the railway sector so that the sub-sector has sustainable development; build the capacity of local civil engineering and construction companies and metal and electro-mechanical industries in railway transport sub-sector so that they play a role in the sustained development of the railway infrastructure. Accordingly, 2000 kms of railway network will be under construction.

3. Energy

In the next five year it is planned to increase the present generating capacity which is 2,000 MW to 8,000 up to 10, 000MW at the end of the plan period (2014/15).

4. Electricity Transmission Lines Construction

To transmit the generated electric power, to distribute and disseminate, constructing transmission lines, ensuring reliable power supply, minimizing power wastage, based on Universal Electrification Access Program building new transmission line and connecting them with grids are given due emphasis in the next five.

5. Water Supply and Irrigation Development

The water resource management refers for all purposes including irrigation; power and integrating the nations water resources.

6. Maritime Transport 7. Air Transportation Service 8. Urban and Construction Development

Curriculum Reform and Modernization in the African Context Construction, Built Environment and the Society and Labour Market When the offered programme mapping was done for all the participating universities in the Yaoundé Meeting, it had become clear that the programme “Construction Engineering” was not a feasible option since there was a diversified opinion about the subject area and Construction Engineering is a combination of many elements thus the group had agreed to focus the programme into Civil Engineering at BSc level. Example 1: Civil Engineering programmes in Kenya:

There are Registration Bodies which regulate the profession. After graduation there are conditions to be registered. The Engineer Registration Board is regulated by Act of Parliament (will only recognize 1200 Hours of studies.

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• Curriculum has to be approved by the Engineer Registration Board • Subject to Engineers Registration Board, otherwise practicing is not possible • There is a certain minimum requirement (hours, combination of courses) • Architectural Association of Kenya • Quantity Surveying also regulated by Professional Association • Different laws regulate the professions and these regulations differ from one country to the other. • Registration is peculiar in every country, but what is the academic minimum? Example 2 : Civil Engineering Programmes in Ethiopia:

The Ministry of Urban Development and Construction, Ethiopia is the organization mandated for registration and certification of construction and design engineers. In Ethiopia in engineer is required to possess an accredited degree in the field to be certified although registration and certification of professional engineers requires work experience in addition to academic qualifications. An engineer with a BSc degree can be licensed if he or she has 8 years of work experience and has supervised at least 10 projects in his or her particular field he explained.

The registration and certification process is done to enhance the standard and productivity of the construction sector as well as offering a profile highlighting the technical knowhow and competences of engineers. General Approach of Tuning Africa for Civil Enginee ring The general approach of Tuning was discussed whether to focus on the general approach of Tuning within the broader field of the Built Environment or to narrow it down to Civil Engineering. In the discussion the ability of the group to cover all subjects within the built environment is questioned since Built Environment is an integral part of a number of professions such as Architecture, Quantity Surveying, Urban and Regional Planning, Construction Management etc. After a discussion the tuning group for Civil Engineering came to the decision of focussing on BSc programmes only. Further it had been agreed through focussing on the generic core competences of Civil Engineering, it can be avoided to neglect design, quantification, and management. If needed, extensions could be made later, with regard to core competences for the specialisations at a later stage of the tuning programme. Civil Engineering Programmes Civil Engineering is per se a multi- and interdisciplinary subject area that covers a broad spectrum of elements from Engineering, Management, Sciences and other areas. It needs a high level of knowledge and competences in Mathematics and Physics – subject areas in which many school leavers in African countries are underprepared. It has the reputation of being a difficult program. Civil engineering is the broadest engineering discipline that deals with the creation, improvement, and protection of the communal environment, providing facilities for living, industry and transportation, including large buildings, roads, bridges, canals, railroad lines, airports, water-supply systems, dams, irrigation, harbors, docks, aqueducts, tunnels, and other engineered constructions. Among the important subdivisions of the field e.g. in South Sudan are, construction engineering, irrigation engineering, transportation engineering, soils and foundation engineering, geodetic engineering, and hydraulic engineering. Civil engineering takes place on all levels: in the public sector from municipal through to national governments, and in the private sector from individual homeowners through to international companies.

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The Importance and Applications of Civil Engineerin g Civil Engineers are becoming more and more important with time. One very important aspect of Civil Engineering is Environmental Engineering. In this case, the Civil Engineers are concerned with applications of various methods to purify the contaminated air, water and soil. The polluted systems should be cleaned, the waste extracted and the purified constituent must be sent back to the natural system. Civil Engineers are also responsible for building good quality transportation systems like highways, airports, rail lines, sea ports, etc. A Civil Engineer is concerned with determining the right design for these structures and looking after the construction process so that the longevity of these structures is guaranteed after completion. These structures should also be satisfactory for the public in terms of comfort. The Scope of Civil Engineering Due to increase in the scope of civil engineering with the passage of time, it has now got diversified into many branches of study. The major branches of civil engineering in South Sudan include structural engineering, geotechnical engineering, transportation engineering, hydraulic engineering, water resources engineering, environmental engineering. Engineers are employed by a wide range of companies in the South Sudan, from small start-up businesses focused on a new invention idea to large-scale companies that work on immense contracts. Apart from structures on land and general transportation systems, civil engineers are also responsible for building good transportation systems for flow of water, i.e. the water distribution systems. The main activities in this undertaking are designing pipelines for flow of water, drainage facilities, canals, dams, etc.

Table 1: Degree Profiles Civil Engineering Programm es of the Participating Universities Degrees, Duration, Structure, Terms/semester, Credi ts, Professional Registration or Employability Study

Program (Typical First Degree)

Duration of Study Program

Structure of Study Program

Terms/Semester Credits Year (in total)

Professional Registration after Graduation

Algeria Licence 3 years Unités d’ Enseignement

2 Semester/year (6 semester)

60 (180) (Licence professional: yes, Licence académique + Master)

Master 2 years Unités d’ Enseignements

2 Semester/year (4 Semester)

60 (120)

Yes, directly considered as Engineer

Botswana BEng CE 5 years Courses 9 Semester + 1 Semester Practical and Industrial Training

30 (150) Yes, additional training required to be a professional

Cameroon MEng CE 5 years Unités d’ Enseignement

10 Semesters 300 Yes, directly considered as Engineer

DRC MEng CE 5 years Modules 10 Semesters Ca. 36 (180)

Yes, directly employable

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Ethiopia BSc CE 5 years Modules 9 Semester + 1 Semester Practical and Industrial Training

161 (Minimum of 33 credits per year)

Yes, directly employable

Kenya BEng C and Structural Engineering

5 years Courses 10 Semesters (+ 36 weeks of internship during vacation)

232 Units

Yes, additional on-job training required to be a professional

Nigeria BEng CE 5 years Courses 9 Semester + 1 Semester Practical and Industrial Training

165 (minimum 30 credits per year)


South Africa BEng CE 4 Years Modules 8 Semester 150 Yes, additional training required to be a professional

South Sudan

BSc. CE 5 Years Courses 10 Semesters 208 Credits Yes, Additional professional experience is required

Tanzania BSc CE 4 years Courses 8 Semester + 24 weeks of industrial training

146 Units (minimum 30 per year)


In general, Civil Engineering is a highly regulated study program with many stakeholders playing a crucial role. There are state agencies as well as professional associations and lobbyists from industry regulating and/or influencing standards and access to professional pathways. So the academic freedom for reforming must be closely coordinated with these agencies and lobbyists. This makes curricular reform efforts slightly more difficult than in purely academic programs. The Tuning Higher Education in Africa pilot project provides an opportunity for Africa to harmonize engineering curricula so as to produce competent human resources in quality and quantity to provide future transnational African firms with adequate personnel. African Civil Engineers are trained in Africa or abroad in very many different systems; 4 year course in some countries and 5 in others, especially French speaking countries. These engineers, brilliant they may be, are hardly given opportunities to conduct great constructions since most of the funds and insurance are foreign. Though in every country Civil Engineers are organized in Professional Associations to defend their interest they do not influence government decisions as Architects do, especially in French speaking countries. In fact national architects are obliged to sign every building project documents and thus make money for themselves. Their opinions are thus considered in every important building project. No such commitments are instituted for engineers because the technologies used for construction are usually owned by foreign firms which are imposed by funders.

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It is now urgent for Africa to train engineers with management skills and other generic competences so that graduates can create small enterprises which can grow up to great firms. Many countries have started reforming their Civil Engineering curricula. Foreign firms (except Chinese) do recruit a good number of national civil engineers because they are cheaper but the demand is increasing because of these huge constructions of infrastructures. The number of graduates does not fulfill the gap so foreign experienced engineers are still needed. In Central Africa only 4% of higher school learners register for engineering studies because they are expensive and difficult. Though gender aspects are considered during admission the ratio of female students are even far beyond 0.5% in this region. China graduates 1 million engineers per year. Central Africa graduates less than 3 thousand per year. It is clear that efforts and strategies should be implemented to increase the number of engineers trained per year in Africa especially in the CE sector. This goal can only be achieved if some financial strategies are well defined and implemented transnationally for startup CE companies and if all the stakeholders (higher education, professional associations, CE companies, international organizations, policy makers, etc.) commit to let Africa be thought and built by Africans. The Complexity of Reforms The Diversity of Stakeholders of Civil Engineering in African Higher Education Country Stakeholders Algeria Ministère de L’Enseignement Supérieur et de la Recherche Scientifique

(MESRS) Facultés de Génie de la Construction (30 Facultés) Ministère des Travaux Publics Ministère de L’Habitat L’Ordre des Architectes Association des Ingénieurs de Génie Civil Ministère de Logement et des Équipements Publics Ministère de l’Eau Ministère du Transport Ministère de l’Aménagement du Territoire Ministère de l’Environnement Ministère de l’Urbanisme Centre Technique de Contrôle, Centre du Génie Parasismique

Botswana Engineers Registration Board Botswana Institution of Engineers Association of Consulting Engineers Student Body in Engineering Botswana Bureau of Standards Faculty of Engineering and Technology UB Botswana International University of Science and Technology Ministry of Education Ministry of Works Ministry of Science and Technology

Cameroon Ministry of Higher Education Engineering Schools Ministry of Public Works Ministry of Town National Order of Civil Engineers

Democratic Ministère de L’Enseignement Supérieur et Universitaire

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Republic of Congo Ministère de la Recherche Scientifique et de Technologie Ministère des Travaux Publics et Aménagement du Territoire Ministère de Transport Ministère des Mines Société Générale des Carrières et des Mines Ministère de l’Énergie et de l’Eau Ministère de L’Habitat et de L’Urbanisme Association Congolaise des Diplômés (Alumni) Bureau d’Accréditation des Ingénieurs Civils L’Ordre des Architectes du Congo Association des Anciens de l’Université de Liège Fédération des Bâtisseurs du Congo Fédération des Entreprises Congo L’Institut National des Bâtiments des Travaux Publics Service Publique des Voiries et Routes Association des Femmes Ingénieurs du Congo Facultés Polytechniques (Université de Kinshasa, Université de Lubumbashi, Université de Pays des Grands Lacs) La Société Nationale des Chemins de Fer L’Office National de Transport Le Bureau Technique de Contrôle Commission Permanente des Etudes Conseil d’Administration des Instituts Supérieurs Techniques Office Congolais de Contrôle de Qualité

Ethiopia Universities: Addis Ababa Institute of Technology (AAiT), Ethiopian Institute of Architecture, Building Construction and City Development (EiABC) – both Addis Ababa University, Mekelle Institute of Technology (M-EiT) – Mekelle University, Jimma University (JU), Adama University of Science and Technology, Gonder University Hawassa University, Haramaya University etc. Ministry of Education Ministry of S&T Ministry of Urban Development and Construction HERQA (Higher Education Relevance and Quality Agency) HESC (Higher Education Strategy Center) Ethiopian Society of Engineers Association of Ethiopian Architects Association of Construction Technology and Management Student Council Ethiopian Roads Authority Engineering Capacity Building Program (ecbp) - Bilateral Ethio-German reform programme Ethiopian Railway Authority Consultant and Practicing Engineers Ethiopian Society of Water Resource Ministry of Water Works Ministry of Water and Energy Ministry of Housing

Kenya Engineers Registration Board

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Institution of Engineers of Kenya Association of Construction Engineers Ministry of Public Works Ministry of Roads Ministry of Water Ministry of Housing Ministry of Local Government Ministry of Higher Education, Science and Technology Commission of Higher Education State Corporations under the listed Ministries Kenya Bureau of Standards Kenya Industrial Research and Development Institute Technology Students Association (6 Universities with Engineering Schools) Inter-University Council of East Africa (IUCEA)

Nigeria National Universities Commission Council for the Regulation of Engineering Ministry of Works Nigerian Society of Engineers Nigerian Society of Civil Engineers Nigerian Society of Structural Engineers Nigerian Geotechnical Association Materials Society of Nigeria Standards Organization Nigeria Association of Professional Bodies Association of Consulting Engineers National Association of Engineering Students Ministry of Education Engineering Schools

South Africa Engineering Council of South Africa (ECSA). ECSA is a statutory council which is inter alia responsible for the registration of professional engineers and for the accreditation of the academic programmes for engineers at South African universities. Council for the Built Environment (CBE) Council on Higher Education (CHE) South African Association for Consulting Engineers (SAACE) South African Institute for Civil Engineers (SAICE) South African Federation for Civil and Electrical Contractors (SAFCEC) South African Black Technical and Allied Career Organisation (SABTACO) Ministry of Public Works Ministry of Human Settlement Ministry of Local and Provincial Government Ministry of Science and Technology Ministry of Higher Education Ministry of Water Affairs Ministry of Transport Ministry of Environment South African Bureau of Standards (SABS) Council for Science and Industrial Research (CSIR) Construction Industry Development Board National Housing Builders Registration Council (NHBRC)

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South African Quality Authority (SAQA) University of Pretoria (UP), University of Cape Town (UCT), Stellenbosch University, UFS, University of Kwa Zulu Natal (UKZN), University of Witwatersrand (Wits), University of Johannesburg (UJ), Tshwane University of Technology (TUT), Durban University of Technology (DUT), Nelson Mandela Metropolitan University (NMMU), University of the North West (UNW), Walter Sisulu University, East London, Association Association of Schools of Construction of Southern Africa (ASOCSA) Southern African Regional University Association (SARUA)

South Sudan Engineering Council of South Sudan (ECOSS) South Sudan Engineering Society (SSES) Engineering Sciences Committee Vocational Training Centre Technical and Technological Studies Committee College of Engineering and Architecture, University of Juba Ministry of High Education, Science and Technology Ministry of General Education Ministry of Public Service and Labour Ministry of Roads and Bridges Ministry of Transport Ministry of Housing and Physical Infrastructure Ministry of Physical Infrastructure Planning Ministry of Energy and Mining Ministry of Dams and Electricity Ministry of Water Resources and Irrigation

Tanzania Engineers Registration Board Tanzania Commission of Universities National Accreditation Council for Technical Education Institution of Engineers Tanzania Association of Consulting Engineers Ministry of Works Ministry of Public Management Ministry of Transport Ministry of Energy and Minerals Ministry of Water Resources Planning Commission Commission for Science and Technology Tanzania Bureau of Standards (TBS) Contractors Registration Board Inter University Council of East Africa (IUCEA) Ministry of Education and Vocational Training 7 Engineering Schools

Some countries are fostering curriculum reform and modernization – in particular those of engineering and sciences - as part of their national development strategies. Ethiopia is one of the spearheading countries in this regard. The Engineering Capacity Building Program is a sector-crossing reform program that targets at expanding and reforming the higher education in engineering and sciences. 70 percent of the enrolments were supposed to be in engineering and sciences, only 30 in humanities and social sciences (70:30). One component of the curriculum reform was the

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integration of a qualified internship period and the collaborative curriculum development with the stakeholders of the sector (including public and private employers as well as international experts). According to Ethiopian Civil Engineering education system the general objective of the Civil Engineering Undergraduate Program is to provide broad-based education and training in Civil engineering and its applications leading to a Bachelor of Science Degree, to enable graduates to meet the challenges of the engineering profession in a rapidly changing environment that exists in a developing country. These challenges require the ability to apply existing knowledge in new ways thereby creating new systems and opportunities as well as adapting existing Engineering to local production conditions. These require the ability to manage service, maintain and improve upon existing systems. Inorder to achive this accelerate civil work linkages through Civil work training and consultancy services are in cooperated within the education system as an internship of one semester. The civil engineering curricula is based on needs of the Civil work sector and development to give emphasis to practical education and introduce specialization through electives such as Earthquake Engineering, Construction Management, Geotechnical Engineering, Road and Transport Engineering, Structural Engineering, Hydropower Engineering, Hydraulic Engineering, Irrigation (and Drainage) Engineering, Water Resource Engineering, Geodetic Engineering, Material Engineering, Environmental Engineering, Safety Engineering. In South Africa, national emphasis on engineering training will be complemented by other key skills e.g. artisans, operators, planners, surveyors, project developers, financial experts, systems experts etc.; Progress has been made in undergraduate engineering and enrolment figures (2008 – 2010). Now South Africa will address the gap in Stage Two learning –graduate mentoring workplace learning for professional designations. South Africa is focusing on some opportunities. The stagnation in numbers of new learners entering over last three years suggests “economic capacity” for artisan training reached. Increasing numbers require more funding and workplace opportunities. Hence, South Africa is developing an integrated skills plan for the next 20 years across all the SIPs based on the demand and supply of skills in the current and anticipated build across the country. This plan will be used to inform training colleges, universities and artisan schools across the country. It will ensure the smoother transition of construction workers from one build to the next. There are dedicated project training courses which are modular in design and repeat courses throughout the year to improve the capacity and standardization in project implementation across the SIPs. Another strategy to meet the challenges is to develop a shared pool of scarce skills across and between public entities. The young state of South Sudan presents a special case. South Sudan became an independent state on 9 July 2011, following a referendum that passed with 98.83% of the vote. It is a United Nations member state, a member state of the African Union, and a member state of the Intergovernmental Authority on Development. In July 2012, South Sudan signed the Geneva Conventions. The official language of South Sudan is English. However, local Arabic is also widely spoken beside 60 indigenous languages. When South Sudan declared its independence on 9 July 2011, it inherited nine public and sixteen private universities. Out of the nine public universities, five are already functioning and have students on campus. The other four public universities are not yet functioning. Civil Engineers are trained in only one college which is College of Engineering University of Juba. The impact of the 21 years of Civil War is still evident in the economy of South Sudan. DGP per capita (PPP$21.123billion) is estimated for South Sudan according to 2011 estimate.

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Due to the economic situation, financial resources have been tight for all sectors. Still, only a relatively small share of these limited resources is devoted to education. Like in Ethiopia, the reform and modernization of engineering studies is embedded into a broader national development strategy in South Sudan. The vision of the National Higher Education Council comes within the South Sudan Vision 2040 and specifically to achieve accessible, relevant, sustainable and quality higher education to develop knowledge based modern society in South Sudan. The mission is to build world class institutions of higher education that provide quality and socially relevant higher education through research, generation and application of knowledge and innovation. The strategic objectives of higher education are to stimulate and drive the desired social and economic transformation in society through the production and application of knowledge in humanities, sciences and technologies and by inculcating societies shared values. Another strategic objective is to build highly qualified human resources for the emergence of a modern, urbanized and civilized society in South Sudan. The strategy is laid down in the Higher Education Act 2012 and the National Council and it is based on three basic principles: Academic freedom, administrative autonomy and financial independence of the University. The College of Engineering and Architecture (CEA) of the University of Juba is the only accredited centre in the South Sudan for providing engineering knowledge, architecture and the technical training to Engineering and Architecture students. CEA was opened in 1998, in Khartoum. At the moment, the College offers Diploma courses in Architecture, Civil Engineering, Computer and Electrical Engineering in addition to the degree courses in the same field except for Mechanical Engineering. Its mission is to provide a comprehensive engineering education and competency to a diverse constituency in engineering and architecture, that prepares students to contribute effectively to the profession and society, for advanced study, and for lifelong learning: to conduct research, integrate with education, in selected areas of excellence, within traditional disciplines and within interdisciplinary teams, technologically important and relevant to the young nation's economy and social development and in the region and internationally; and to serve constituents through appropriate technology and design transfer partnership and extended education programs suitable and relevant to society. The CEA is in a process of gradual modernization, subject to availability of human resources: in terms of academic staff (Professors, Associate Professors, Assistant Professors, Lectures and various categories of support staff). Of great importance is also availability of support infrastructure like labs, seminar rooms, lecture rooms and halls, staff offices, various categories of workshop, recreation facilities, Libraries, studios, computer labs, Internet access, web addresses and websites, e-mail domain for staff and students, postgraduate training facilities, research facilities, etc. The modernization is at the moment starting with development of the most crucial market tailored programmes like: Computer Engineering and Petroleum Engineering. In the pipeline, we have Chemical Engineering and Geometics Engineering. The streamlining of the current programmes is almost nearing completion, which is geared to elimination of non-Engineering related courses, and introduction of new and most crucial Engineering and supporting courses. Since 1990, the University of Botswana (UB) has been offering four engineering programmes, all leading to a BEng degree in Construction Engineering & Management, Civil Engineering, Electrical/Electronic Engineering and Mechanical Engineering The programmes have been reviewed over the years to enhance flexibility, promote student-centred learning, incorporate modern developments in Information and Communication Technology (ICT) and digital technology, introduce general education courses and respond to the desires of stakeholders (e.g. industry). The current programmes, which have been

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operating since 2002, were the result of a change from a typical British year-long system to a semester-based system with course credits and grade point averages. The vision of UB is to continually review its programmes and improve quality standards to comparable international benchmarks. Therefore, UB programmes are now to be presented for accreditation by the Engineering Council of South Africa (ECSA). There has been a general move by many university faculties of engineering to get their programmes accredited by professional bodies. Accrediting bodies impose several requirements on programmes, and the accrediting process can be used as an opportunity to review and modify both the course content and the engineering programme. Civil Engineering Education in South Sudan Civil Engineers in South Sudan typically possess an academic degree in civil engineering. The length of study for such a degree is five years and the completed degree is designated as a Bachelor of Science in Civil Engineering. The degree generally includes common courses, general courses and specialized Civil Engineering courses. Initially such topics cover most, if not all, of the sub-disciplines of civil engineering. Students then choose to specialize in one or more sub-disciplines towards the end of the degree. Undergraduate Degree in Civil Engineering normally provides successful students with industry accredited qualification. Because of the crucial shortage of academic staff and luck of infrastructure the department could not offer postgraduate studies in Civil Engineering. In South Sudan, a Bachelor's degree in Civil Engineering represents the first step towards professional certification and the degree program itself is certified by the South Sudan Engineering Council the only professional body in the new country. Licensed professional engineer may prepare, sign and seal, and submit engineering plans and drawings to public authority for approval, or seal engineering work for public and private clients. This requirement is enforced by South Sudan Engineering Council Act. Engineering Council plays an important role in maintaining ethical standards for the profession. Even in jurisdictions where certification has little or no legal bearing on work, engineers are subject to contract law. In cases where an engineer's work fails he or she may be subject to the tort of negligence and, in extreme cases, the charge of criminal negligence. An engineer's work must also comply with numerous other rules and regulations such as building codes and legislation pertaining to environmental law. Trends in Civil Engineering in South Sudan

New trends in Civil Engineering in South Sudan are in applying new materials, composite materials, low cost building, and improved capabilities of standard materials. South Sudan is eager keeping a focus on the more clearly defined requirements to control natural disasters such as floods and earthquakes and environmental impact. The trend to implement software programs into the Civil Engineering industry began as educational concerns for the future as civil engineering prepared to enter the twenty-first century. The higher education reform in South Sudan is strategic and futuristic. It reflects, and in the same time accommodates, the demands of external global advancements and internal changes relating to reformation of post war. The prospective substance of the reform can be seen from its elements: autonomy, quality, access and equity. The reform in autonomy includes: (1) Decentralizing the authority from the central government and providing more autonomy as well as accountability to institutions; and (2) Facilitating legal infrastructure, financing structure, and management processes that encourage innovation, efficiency, and excellence. General Reflections on Curriculum Reform in Civil E ngineering

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The global competition, technological developments and economic powers of the world have dramatically changed the need of modern society. These changes imposed completely new requirements before all professions and, in particular, the Civil Engineering profession. Civil Engineering profession has experienced major changes due to improvements that have taken place in the last decades, mainly owing to the increasing use of computers, the development of new materials and technologies, the adoption of new engineers in activities such as planning, administration, and management. These have led to the diversification of the scope of action of Civil Engineering, and create profiles that differ from the traditional areas, which in our college comprise: structures, geotechnics and transport, sanitation and environment, water resources, and building construction. The major challenges of Civil Engineering curriculum reform in South Sudan include those posed by the ongoing technological development; changes in labour market demand, skills, and the impact of the economic crisis. Curriculum reforms thus are directed to the foregoing challenges and aim to contribute to the goals of making the national economy more efficient and competitive, and South Sudan Civil Engineers more open and democratic and more responsive to international, regional and local needs. Challenges on institutional level for reforming Civil Engineering curricula with the Tuning methodology are the following: • Detachment between HE Reform, Curriculum Development and Teaching, need to create a

platform for dialogue of different actors to create a common understanding and towards same goal • Discussion of meta profiles should be done in the departments, strengthening ownership and

inclusion • School of Engineering provides common courses effecting other departments, how to synchronize

this within Tuning? • Cycle of reviewing (formal review 4-5 years): Tuning methodology and outputs should be included

into the reviewing process Career Pathways in Civil Engineering There is no one typical career path for civil engineers. Most people who graduate with civil engineering degrees start in South Sudan with jobs that require a low level of responsibility and in most cases with the public sectors, and as the new engineers prove their competence, they are trusted with tasks that have larger consequences and require a higher level of responsibility. However, within each branch of civil engineering career path options vary. In some fields and firms, entry-level engineers are put to work primarily in monitoring construction in the field, serving as the "eyes and ears" of senior design engineers; while in other areas, entry-level engineers perform the more routine tasks of analysis or design and interpretation. Experienced engineers generally do more complex analysis or design work, or management of more complex design projects, or management of other engineers, or into specialized consulting. South Africa follows a similar approach to South Sudan. It takes a minimum of three years to register as a Professional Engineer and part of the training includes that the CE spent some time on construction sites, as well as doing small designs under a mentor, which is registered as a professional engineer. The CE sector is mainly divided into Consultants, Contractors and Project Managers. Typically a graduate will have to choose between being a Consultant or a Contractor and only with experience can later on become a Project Manager. In Ethiopia the graduates in Civil Engineerings are expected to be capable of planning infrastructure development and handling the design and construction of a wide range of civil engineering projects, such

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as buildings, bridges, roads, dams, water treatment plants, water supply systems, irrigation schemes etc. In addition the profession requires good problem-solving skills at B.Sc. levels. The carrier pathway could lead graduates to contribute to the economic development of the country and upgrade the engineering sector in Ethiopia. In addition a graduate could choose to go to the academic world of teaching, join construction industries (contractors, Designers and consultants) as well as join the government office as civil servant. In Nigeria, Civil Engineering plays a great role in moving the country forward through construction/maintenance of roads, bridges, dams, air and sea ports, building of power stations, oil and gas sector, to mention a few, which will enhance industrialisation. This will help the Nigerian government in achieving its aim of becoming one of the 20 most industrialised countries by the year 2020. In the light of the above, the need for comprehensive and qualitative civil engineering education and training will enhance achieving the above-mentioned goals; provide training to a few neighbouring countries, as well as paving way for the employment of graduates to favourably compete with the foreign counterparts both within and outside the continent. In Botswana, most graduate Civil Engineers are absorbed by; government departments, city councils, private construction companies and private civil engineering consulting firms. Graduates that join government departments usually become involved with supervision of government infrastructure projects. Graduate engineers employed by City Councils normally become responsible for assessing and approving engineering designs submitted to the councils for approval. They also carry out inspections of civil engineering projects during construction, and eventually issue approval certificates for projects that comply with regulations. In construction companies and consulting firms, entry-level engineers are put to work primarily in supervision of construction in the field, serving as site engineers. As they gain more and more experience, graduate engineers start to get involved with office work such as analysis or design and interpretation. Definition of Generic Competences in Civil Engineer ing- A Thematic Perspective

Education is a means to create and transfer knowledge. Fulfilling this goal involves different processes to ensure both, the production and comprehension of this knowledge. Presently, there is a growing demand of compatibility between the educational programmes of different universities both within the same country and in different countries to favor the mobility and exchange of teachers and students.

The concept of competences implies a means of producing and transmitting knowledge- the relationship between education and society, the mission and values of the education system, the practice of teacher training and assessment and the activities and performance of the students.

As per the definition of “Tuning Europe” competence represents a dynamic combination of knowledge, understanding, skills and abilities. Competences are formed in various course units and assessed at different stages. This may be divided in subject area related competences (specific to the field of study) and generic competences (common to any degree course).

Thus, generic competences identify shared elements common to any degree, such as capacity to learn, ability to make decisions, to design projects, interpersonal skills ,etc. They are complemented by subject related competences crucial for any degree, which relates to the specific circumstances of a given field of study. Thus the Generic competences are common to all fields of the study in the African context.

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General Generic Competences in African Higher Educa tion

• Ability for conceptual thinking, analysis and synthesis • Professionalism, ethical values and commitment to UBUNTU (respect for the well-

being and dignity of others) (good will) • Capacity for critical evaluation and self-awareness • Ability to translate knowledge into practice • Objective decision making and practical cost effective problem solving • Capacity to use innovative and appropriate technologies • Ability to communicate effectively in official/ national and local languages • Ability to learn to learn and capacity for lifelong learning (continued development) • Flexibility, adaptability and ability to anticipate and respond to new situations • Ability for creative and innovative thinking • Leadership, management and team work skills • Communication and interpersonal skills • Environmental and economic consciousness • Ability to work in an intra and intercultural and/or international context • Ability to work independently • Ability to evaluate, review and enhance quality • Self confidence, entrepreneurial spirit and skills • Commitment to preserve African identity and cultural heritage

Identification of Subject Specific Competences in C ivil Engineering in Africa Specific competences are more specific to the particular subject area. The Civil Engineering group had been engaged in intense discussions in order to reach agreements on the competences for Civil Engineering. The result of the discussion is presented below as specific competences for Civil Engineering in the African context.

The Civil Engineering Working Group identified and agreed on the following subject specific competences in Civil Engineering in a two-step approach. To get an overview on the subject specific competences to be acquired by a graduate of a Bachelor programme in Civil Engineering the group decided to list the competences required along the different phases of a Civil Engineering project. A Civil Engineering Project generally has six project stages. Thus the competences can be allocated to the different stages of the project. • Conceptualising the construction project (Describing the scope of the project) • Viability of the construction project • Design and feasibility of the construction project • Documentation and Procurement • Construction (Realisation, Implementation) • Close out of the construction project

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Table 3: Building Project Phases Competences Needed per Cons truction Project Phase Conceptualising the construction project (Describing the scope of the project)

• Ability to identify the need for construction of any type and structure (new, old)

• Ability to identify different options (e.g. the need to demolish, reconstruct, maintain, rehabilitate, renovate and to plan those activities)

• Skills in cost, quality and time optimization • Skills in Environmental and Social Impact Assessment

Viability of the construction project

• Skills in cost, quality and time optimization • Knowledge about the context and challenges of environment and

development • Ability to transmit project requirements into sketches and explain

it to clients Design and feasibility of the construction project

• Ability to analyse, reconfigure and apply relevant drawings, data and technologies

• Ability to coordinate, supervise and control • Capacity to model and simulate systems, structures, projects and

processes • Ability to effective and professional interaction with other

professions and to come to integrate solutions • Ability to design • Knowledge of plant and equipment • Capacity to test the quality of building materials • Skills in research on appropriate technologies • Skills in developing new construction technologies and materials • Skills of testing materials and technologies • Skills in cost, quality and time optimization • Ability to calculate design parameters (Mathematical skills) • Ability to analyse (mathematical and abstract background as

basis for decision making) • Ability to program (to plan the process and allocate resources) • Knowledge about national and international construction

standards • Ability to identify appropriate legal frameworks • Skills in handling data / information (survey data, soil information,

materials data, environmental data, social data ...) • Knowledge of maintenance of infrastructure

Documentation and Procurement

• Ability to calculate and quantify • Ability to effective and professional interaction with other

professions and to come to integrate solutions • Understanding contractual and financial management aspects as

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well as of insurance and guarantees aspects (procurement) • Ability to program (to plan the process and allocate resources) • Skills in cost, quality and time optimization • Ability of translating, interpreting of data and/or drawings into

actual construction • Knowledge of plant and equipment

Construction (Realisation, Implementation)

• Ability of translating, interpreting of data and/or drawings into actual construction

• Ability to effective and professional interaction with other professions and to come to integrate solutions

• Knowledge on basic Construction management principles (Work Breakdown, Time, Risk, Quality, Resource, Financial and HR Management, Monitoring)

• Ability to coordinate, supervise and control • Knowledge of plant and equipment • Commitment to health and safety • Knowledge of maintenance of infrastructure • Ability to reconstruct, maintain, rehabilitate, renovate Ability/skills

to supervise construction • Ability to program (to plan the process and allocate resources) • Capacity to test the quality of building materials • Skills in developing new construction technologies and materials • Ability to supervise/manage • Ability to control construction • Quality management/ Skills in quality control techniques • Skills in cost, quality and time optimization • Capacity to introduce health and safety measures in construction • and materials • Skills in handling data / information (survey data, soil information,

materials data, environmental data, social data ...) • Skills to deal with dispute resolutions

Close out of the construction project

• Skills to finalize financial implications and legal responsibilities • Skills to deal with dispute resolutions • Skills to address defects and quality issues • Skills in commissioning

The originally identified 37 subject specific competences in Civil Engineering are the following: (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

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(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) (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

The duplicated competences that occurred when following the six phases of a Civil Engineering Project were eliminated until 37 competences crystallized. To reduce these 37 subject specific competences to an operational number a further grouping, integration and systematizing of the competences was made until 20 subject competences were left over as essential for the Civil Engineering Program.

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Final Subject Specific Competences Civil Engineerin g Africa Pilot Project Subject Specific Competence Cluster Ability to coordinate, manage, supervise and control construction Management Ability to translate and interpret of data and/or drawings into actual construction

Communication

Ability to design, quantify and calculate parameters and capacity to model and simulate systems, structures, projects and processes

Design & Analysis

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

Knowledge to reconstruct, maintain, rehabilitate, renovate and knowledge of maintenance of infrastructure

Management

Skills in cost, quality and time optimization and quality control techniques Leadership Skills in handling data or information (survey data, soil information…) Analysis Ability to identify the need for construction of any type and structure and ability to identify different options

Analysis

Knowledge on basic construction management principles and to program Management Commitment to health and safety and capacity to introduce safety measures in construction and materials

Regulations

Capacity to test the quality of materials Quality Management Quality management and skills to address defects and quality issues Quality Management Ability to analyze (mathematical abstract background as basis for decision making)

Analysis

Knowledge about national and international construction standards Regulations Ability to effective and professional interaction with other professions and to come to integrate solutions

Communication

Skills in developing new, appropriate and sustainable construction technologies and materials

Creativity

Skills to finalize financial implications and identify legal responsibilities and frameworks

Management & Regulations

Knowledge of plant and equipment Management Basic understanding of contractual and financial management as well as of insurance and guarantee aspects

Management

Skills in environmental and social impact assessment, knowledge about the context and the challenges of development

Regulations & Sustainability

Total 100 %

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As top 5 Subject Specific Competences the following competences were identified: 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…) Generic Competences of Civil Engineering in Africa The Tuning Civil Engineering Group identified 18 generic competences that are crucial for a Civil Engineering Graduate. These 18 generic competences were then clustered. The clusters were in the following areas: • Critical Thinking • Professionalism • Creativity • Communication • Leadership • Regulation 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 practice 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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Consultation and reflections: Results of the survey on generic and subject specific competences in Civil Engineering in Africa Data Collection on generic and specific competences in the field of Civil Engineering for African Higher Education

(1) The Tuning group for Civil Engineering had agreed to distribute the Civil Engineering questionnaire to

the following groups: • Graduates • Academics • Employers • Students • Professional and Regulating Bodies

(2) Consultation on generic and specific competences questions to be sent to all five groups mentioned above.

(3) Methods of Preparation and distribution of questionnaires .The group had decided to distribute the questionnaire by means of :

• Distribution of printed questionnaires in short meetings • Online questionnaires and email attachments

What has been consulted?

• There is a list of competences. Each of the competences should be analysed by the respondent regarding the importance for the program (importance and achievement)

• The group had agreed to use 3 Variables to be considered ( Importance, Achievements and Ranking)

A. Importance (considered by the respondent)

B. Achievement (Degree of realisation of the set competence as a result of having completed the program. Is it achievable/achieved within the program?)

For both a scale of 1 to 4: • 1 = none • 2 = weak • 3 = considerable • 4 = strong

C. Ranking : Suggestion: only to rank the generic competences

The group had decided to include the above 3 variables (Importance, Achievement, and Ranking).However only the achievements will be scaled.

Questionnaires were distributed among four different status groups at each of the institutions participating in the Tuning Civil Engineering pilot project: Students, Graduates, Academic Staff, and Employers. 196 Students answered the questionnaires, 164 Graduates, 167 Academics, and 139 Employers. The main results of the questionnaires were the following:

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.

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

The Group identified four top Generic Competences

• 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 were identified as Meta Competences. A gap analysis revealed that in the current Civil Engineering Programs there are the following gaps, systematized by the specific status groups of the survey.

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Gaps with Regard to Generic Competences in African Civil Engineering Programs

Generic Competences - Gaps

Employers Academics Graduates Students

1. 6 2 18 6

2. 13 6 13 2

3. 2 18 9 14

4. 17 13 6 18

5. 18 14 17 17

The gap analyses identified the following competences as missing or not strongly enough considered in the curriculum and thus not leading the graduate to the expected learning outcome: A need for fostering the following competences in the Civil Engineering Programs in Africa seems evident in the following areas: • 6: Capacity to use innovative and appropriate technologies • 18: Commitment to preserve & to add value to the African identity & cultural heritage • 13: Environmental and economic consciousness • 17: Self-confidence, entrepreneurial spirit and skills • 2: Professionalism, ethical values and commitment to UBUNTU

The Competences that were identified as largest gaps in the curriculum are valued with high importance. These competences seem to be quite challenging to transfer to the students. Hence further discussion is needed on how to integrate these into the curriculum, how to teach them and how to assess them. In general the group stated a lack of infrastructure in African universities for innovative learning. This seems to be a broader obstacle of the reform of curriculum, teaching and learning in the African context. Gaps with regard to Subject-Specific Competences in African Civil Engineering Programs Questionnaires were distributed among four different status groups at each of the institutions participating in the Tuning Civil Engineering pilot project: Students, Graduates, Academic Staff, and Employers. 210 Students answered the questionnaires, 150 Graduates, 123 Academics, and 105 Employers. The main results of the questionnaires were the following: The analysis of the subject specific competences revealed the following five competences as gaps in the Civil Engineering programs: 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

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37: Skills in commissioning Possible explanations of these gaps are: • The content may not be taught at university level (e.g. a majority of the time is spent on educating

the students how to design and to analyse problems from a mathematical point of view. The overall feeling is that mathematics and science skills should be taught at university level where issues like programming, health and safety, dispute resolutions and skills in commissioning is knowledge that is gained as the young graduate gain experience in the workplace. The mentioned competences may be learnt as on-site aspects, hands-on courses or extra courses offered by employers, can be an add on in the curriculum and are not part of the core curriculum

• The competences are not part of the program as they may have financial implications for the employers (e.g. safety and health)

• The contents are rather subject in Construction Technology and Management than in Civil Engineering Programs. The high specialization of programs in the field may lead to the fact that not all Civil Engineering programs cover all subject specific competences as these might be covered by more specialized programs.

• 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. The Civil Engineering group largely agreed that from empirical evidence the results of the questionnaires reflect the reality in Civil Engineering in African universities. The results of the questionnaires are considered as correct. The question now arose as on how to close the gaps identified? How to address the discrepancy between importance of some generic and subject specific competences and their actual provision? One of the solutions could lie in the course practical attachment, industrial attachment, work integrated learning as provided in South African Universities or the model of the qualified internship under academic mentorship as practiced in Ethiopia in the Engineering Capacity Building Program. Another best practice mentioned lies in the so-called “Service Learning”. Service learning refers to services that students can provide outside in the community. This model is practiced in South Africa (80 hours = 8 credits, 10 notional hours per credit can be earned). 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 The Meta-Profile of Civil Engineering in Africa The Civil Engineering subject area group followed a multi-stage approach to develop the Meta profile of the subject area. The first round of discussion was done to map the context of Construction Engineering in Africa. In order to do the mapping represented universities were requested to lay out their educational programme setup of the universities they represented. From the discussion the university educational layout of each university is presented. The overview is attached in the annexe.

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When the offered programme mapping was done for all the above mentioned universities it had become clear that the programme “Construction Engineering” was not a feasible option since there was a diversified opinion about the subject area and Construction Engineering is a combination of many elements thus the group had agreed to focus the programme into Civil Engineering at BSc level. It was even discussed to widen the perspective on all programmes that cover the theme of the “Built Environment” which would also have included Architecture, Urban and Regional Planning, Quantity Surveying, Construction Management etc. For the sake of operationalization the group agreed to focus on Civil Engineering as this seems to be the most spread profile of programme in the field provided in African higher education. The following core clusters of required knowledge in Civil Engineering were identified in Civil Engineering in Africa: • Design and Analysis • Construction • Project Management

Core Clusters in Civil Engineering

Design & AnalysisConstruction

Project Management

The group was in consensus that the three core clusters mentioned above is in most CE curricula of the Universities taking part in the Tuning project. Currently the consensus is that Design and Analysis takes up or should take up 80% of the curriculum and that Construction should take up 10% of the curriculum and Project Management a further 10%. The reason for this split is because most universities offer separate degrees in Construction Management, and therefore the knowledge that the CE students need is seen as basic knowledge in that particular field. The same applies to Project Management. Everyone was in agreement that for a future curriculum, the same breakdown should apply. The figure also shows that there is a link between Design And Analysis, Construction and Project Management, and any CE will be faced with these three core clusters in his/her future. The Design and Analysis cluster includes any type of design or analysis which is linked to the four main fields of Civil Engineering:

1. Structural Engineering 2. Geotechnical Engineering 3. Transportation Engineering 4. Hydraulics or Water Engineering

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After following a lengthy process of condensing the 54 subject specific competences as well as looking at the generic competences the following competences were identified and systematized into clusters.

Clusters of Generic & Subject Specific Competences

Professionalism

Communication

Critical Thinking & Synthesis

Creativity

Leadership

Management

The six clusters that is one level below the core clusters, was further grouped together into Critical Thinking & Synthesis and Creativity. The second grouping is Leadership and Management and the third is Professionalism and Communication. These groupings was done to show that for example, although Critical Thinking and Synthesis seems to be the opposite of Creativity in a CE context, that a graduate would need to acquire the same skill to be able to grasp both of these clusters. Leadership and Management is a complimentary relationship, because you can manage without being a good leader, but you will become a better manager if you obtain some leadership skills. Professionalism and Communication was grouped together because the way you communicate with your colleagues and peers as well as the people working for you should happen in a professional manner. Once again these are skills that should be obtained by a CE, but not necessarily at undergraduate level. The final step of setting up the CE Meta Profile was to combine the core clusters with the clusters as can be seen below.

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Generic competences per cluster

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

Civil Engineering Meta Profile

CriticaDesign & Analysis

Construction

Project Management

Professionalism

Communication


Creativity

Leadership

Management

Regulations

The core clusters are grouped together in a knowledge sphere and this sphere symbolises the KNOWLEDGE that a student should gain in his undergraduate course. This includes learning all the different ways and methods of designing in the four different fields of Civil Engineering. There is a difference between the first core cluster that was identified and the final Meta Profile the group decided on. Taking the generic and subject specific competences into account, the group then decided that it is important to impart knowledge about the regulations which the student is going to work with in the curriculum. Therefore the initial breakdown of 80% Design and Analysis, 10% Project Management and 10% Construction changes slightly to include:

Design and Analysis 80% Project Management 8% Construction Management 8% Regulations 4%

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Historically everyone agrees that Regulations was not taught at undergraduate level, and that the CE would learn these Regulations as he continued on his career path. The group is in agreement however, that it is a requirement now that a student at least knows about the regulations he/she will come into contact with. Again, this is just on an introductory level, and it is assumed that the student will gain this knowledge eventually. The clusters verges on the side of the Knowledge sphere and is mutually inclusive. The idea is therefore to impart these skills as the Knowledge is transferred to the student. These skills however, are much more difficult to pass on than knowledge and the gap was already identified in the results of the questionnaire. These six clusters were divided evenly and one was not considered more important than the other. The Generic and Subject specific competences was now grouped into the six abovementioned clusters and the breakdown can be seen below.

Critica

Civil Engineering Meta Profile

Design & Analysis

C3, C4, C7, C8, C13,

ConstructionC18, C19, C14,

C11, C9, C5

Project ManagementC5, 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

The final step was to physically link the generic and subject specific competences to the Meta Profile that was identified. This can be seen in the above figure where, the numbers starting with Gxx shows the 18 generic competences and where the CE group sees the link and the Cxx numbers show the subject specific competences.

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It can also be seen that certain competences appears more than once in different clusters, as it is believed that the information can be transferred to the student in more than one field and/or more than one way.

Review and contrast of the Meta Profile of Civil En gineering at regional level

Ethiopia: Civil Engineering is a five year programme and the departments of Civil Engineering strive to train Civil Engineers who are capable of planning infrastructure development and handling the design and construction of a range of Civil Engineering projects such as buildings, bridges, roads, dams, water treatment plants, water supply system, irrigation schemes…etc.

While comparing these objectives with the meta profile of Tuning Africa Civil Engineering, the missing links which are weakly considered are “Knowledge about the context and challenges of Environment and Development”. In addition “Professionalism, ethical values and commitment to UBUNTU “ and “ Commitment to preserve and add value to the African identity and cultural heritage “ are missing. Nigeria : The Meta Profile of the Bachelor of the Civil Engineering degree programme of Ahmadu Bello University Zaria, Nigeria has been 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 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 the Meta-profile for the Civil Engineering programme of developed by the Tuning group are as shown in Figure 1. The coincidences with agreed Meta-profile for the Civil Engineering programme are as shown in Figure 4. Figure 4: Coincidences with the agreed Meta-profile

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Figure 4: Coincidences with the agreed Meta-profile The differences between the current profiles with agreed Meta-profile for the Civil Engineering programme are as shown in Figure 5.

Figure 5: Nigeria: Differences with the meta-profile developed by the Tuning working group. From Figure 5, the elements which are not considered in the degree profile of my university are: • Skills in Environmental and Social Impact Assessment – C4;

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• Knowledge about the context and challenges of environment and development – C5; and • Environmental and economic consciousness – G13. The following academics from the department of Civil Engineering, Ahmadu Bello University Zaria, were selected to discuss the differences: Dr. Idris Abubakar Prof. K.J. Osinubi Prof. S.P. Ejeh Dr. O.S. Abejide Dr. A.T. Olowosulu Dr. A.O. Eberemu 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. South Africa: The meta-profile for Civil Engineering group is in line with the SA governing Engineering Body (ECSA) requirements. ECSA requires the CE students to have a certain amount of soft and hard skills when they graduate. The hard skills are the knowledge and the methods of designing and analysing, whereas the soft skills include communication, professionalism and regulations. It is consensus that distinguishing between knowledge and competences to be developed in the Civil Engineering field is a necessity as some of the competences cannot be applied if the relevant knowledge has not been gained by the student. It was agreed by the 22 full time UP Civil Engineering staff that no key elements were missing from the Tuning Africa meta-profile. South Sudan: Except small differences in some competences, the curriculum of the University of Juba matches with that of the meta-profile of Civil Engineering as developed by the Tuning pilot project. The main differences observed refer to some generic and subject-specific competences and it is envisaged to corporate these competences into the Juba University Civil Engineering curriculum to fit into the meta-profile. According to the representative of Juba University the the experience of the Tuning pilot has really helped to locate points of strength and weakness in the existing curriculum. Although Juba University has a good curriculum to produce competent graduates, however, improvement of the curriculum based on Tuning Africa Project is considered necessary by the representative. It is even envisaged to explore if all the colleges of Juba University can benefit from the Tuning Africa Project experience.

Democratic Republic of Congo: UNIVERSITE DE KINSHAS A Diplôme d’ Ingénieur Civil des Constructions 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. Présentation du profile du diplôme de l’université

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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 TuningAfrica 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.

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. 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 ;

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. 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. Profile d’ajustement/profile suggéré par l’universi té

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Nous proposons après cette mini enquête que le professionnalisme se trouve à l’intérieur du cercle aux cotés de Construction et Régulations. 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.

Algeria Master of Civil Engineering Degree programme in Mou loud Mammeri University Tizi- Ouzou, Algeria; as compared with the agreed meta-profile for Civil engineering programme. The Master degree programme is a five-year programme in which the students in the first year are taught basic science courses from Mathematics, Physics, Chemistry and Mechanic ; 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 . In their final year, they are also exposed to more civil engineering courses, and a Final semi-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. Figure 6: Coincidences with Agreed Meta-profile for the Civil Engineering Programme

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The differences between the current profile of Algerian CE programmes with agreed Meta-profile for the Civil Engineering programme are as shown in the figure .

Critica

Design & Analysis

C3, C7, C8, C13, Construction

C18, C19, C14, C11, C9,

C5

Project Manage

ment C9, C14,

C18

Professionalism

G14, G15

Communication C2, C15,

G12, G7, G8


C3 ,C7, C8,C13 G1, G3, G4, G5,

G16

Creativity C16

G9, G10, G6,

Leadership C6, G11,

G18

Management C1, C9, C11, C12,

C17, C18, C19,

Regulations G17, C17,

C14

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Figure 7: The elements which are not considered in the degree profile of the Algerian University

The following academics from the department of Civil Engineering, Mouloud Mammeri University Tizi-Ouzou, were selected to discuss the differences • Prof. Kamal AIT TAHAR • Prof. Naceur Eddine HANNACHI • Prof. Bachir MELBOUCI • Prof. Mohand Said KACHI • Prof. Youcef BOUAFIA • Dr.Mohand HAMIZI • Dr.Hocine HAMMOUM • Dr.Hocine DEHMOUS The elements which are not considered in the degree profile of the Algerian university are: • Professionalism, ethical values and commitment to UBUNTU - G2 • Commitment to preserve and add value to the African identity and cultural heritage - G18 • Environmental and economic consciousness – G13 • Skills in Environmental and Social Impact Assessment – C4; • Knowledge about the context and challenges of environment and development – C5; and • Capacity to introduce health and safety measures in construction and materials – 20

Critica

Design & Analysis

C5 Construction

C4

Project Management

C4

Professionalism

Communication C4


CG16

Creativity

Leadership

Management C5

Regulations G13, C20

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Botswana: All engineering programmes at the University of Botswana are to be presented to the Engineering Council of South Africa (ECSA) for accreditation. There is a general consensus that the meta-profile for Civil Engineering group from the Tuning Africa project is in line with ECSA requirements. Except for small differences in some competences, the curriculum of the University of Botswana matches with that of the meta-profile of Civil Engineering as developed by the Tuning pilot project. The observed differences refer to some generic competences such as: Self-confidence, entrepreneurial spirit and skills – G17; Professionalism, ethical values and commitment to UBUNTU – G2; Commitment to preserve and add value to the African identity and cultural heritage - G18. It has been observed that these competences are very challenging to transfer to students. However, it has been unanimously agreed that ways of incorporating these competences into the University of Botswana Civil Engineering curriculum should be explored.

Contrast of the Civil Engineering Meta-Profile in A frica with findings in other regions

Contrast of Meta-profile with findings in other reg ions: some outcomes of the discussion held in Brussels with the participation of Tuning members from other regions (Latin America, Russia, Europe).

The Tuning Africa Civil Engineering group had a joint discussion session with Civil Engineering Latin America and Environmental Engineering Russia group and a contrast of Meta Profile with findings of the other regions had been done.

The outcome of the comparison revealed that risk management is an essential part of the Latin American Civil Engineering group which was missing in the African context. In addition Latin America was more focused on construction in the syllabus and knowledge and experience while the Tuning Africa Group was more focused on Professionalism experience mostly after graduation. The other difference noted in the discussion was that the Latin American group had a precise definition of the Engineering competence rather than a generalized approach followed by the Tuning Africa Civil Engineering group. In comparison to the Tuning Russia group of Environmental Engineering was more focused on quality of education as compared to other elements. The Civil Engineering programs seem not fully identical over the regions; however there seems to be a strong convergence with regard to the content taught in Civil Engineering programs in general. There are two major models on the undergraduate level: • Civil Engineering as broad scope program that allows for entering the professional area or entering

specialized Master Programs

• Specializations of Civil Engineering (e.g. Road Engineering)

In Latin America, Risk Management – unlike in Africa - is an essential part of the Curriculum. The focus in the syllabus is emphasizing construction. As a general approach, Latin America seems to focus more on knowledge and experiences. The studies are designed in a way that there are much more hands- on elements, while in Africa the practical experience mainly comes in the professional life after graduation. (Countries e.g. like Ethiopia try to change this with the qualified internship period). The African Civil Engineering group was very much impressed and interested in the Latin American and European approach of working with Level Descriptors in the competences, which are described according to study years. Latin America has a precise catalogue of defined competences for Engineering in a broader sense.

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The approach to competences of Latin America followed another procedure. The competences were systematized in advance into social, cognitive, technological and ethical categories and groupings, while the African group ex post formed clusters after identified the generic and subject specific competences. The African group rather approached the clustering from the expected outcome. The Russian Tuning experience did not include Civil Engineering so far. Russia presented the case of Environmental Engineering. Russia differentiates between three competences, while the term “Generic” competence was given as “General” competences. • General competences for Engineering (broad scope of programs) • General competences for Environmental Engineering • Subject specific Competences for Environmental Engineering The large country of Russia (Federation) does not distinguish between its regions. The programs and standards are covering the entire territory of the country. Quality is a central issue. Harmonization and Tuning of Civil Engineering in Af rica: Conclusions and recommendations The overall context of higher education in Engineering in Africa seems favorable for a major reform. The improvement of infrastructure (built environment) is an issue of continental relevance and is part of major development plans on regional and national levels. The “climate” for innovation in the curriculum design should be enhanced on several system levels (governmental, institutional, departmental level). In a global study done by Accenture, they have identified the trends that will transform the Construction Market place in the next ten to twenty years.

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Figure 8: Seven Trends Transforming the Civil Engineering Market Place This in turn shows that as Civil Engineers, the challenges will become more as we need to embrace new technologies and changes in standards. This in turn will also mean that we will face new problems at governmental and institutional levels. The need for professional Civil Engineers will constantly increase due to demographic developments, upgrading and expansion of infrastructure and the need to introduce sustainable energy efficient construction materials and building technologies. As the construction industry will continue booming, there will be an immense need of qualified Civil Engineers. Public as well as private construction sector will provide attractive work places. The ground for reform at institutional level has both, strength and weaknesses. The reform of the curriculum, teaching and learning as well as the quality assurance in Civil Engineering meets a good ground due to the strengths of the African learners and teachers. Both groups are easily adapting to challenges and new contexts. Multilingualism is widely spread. Both groups are able to learn, work and communicate in remote areas. The African students are known as “survivors” and highly committed. Most of the students understand their studies as opportunity for social mobility. In principle,

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African students are very optimistic. The idealism of the teachers is outstanding as most teachers work without adequate salary. Challenges are the unattractive salary schemes for the academic staff paired with the highly competitive salaries in the booming construction industry. As a major obstacle to reform the lack of inter-linkages and communication of the academic staff was identified. This is also a result of the dual professional careers that most teachers follow. Hence, the time spent at the university is reduced to the necessary (teaching, assessment – and eventually some research). In general there seems to be an aging faculty and it is difficult to attract young teachers to an explicit academic career. A huge need of reform was identified by the Civil Engineering group with regard to innovative teaching methods. A student-centered teaching and learning methods are still widely unknown in many higher education systems in Africa. • Many countries have low enrolment rates and even lower graduate numbers in (Civil) Engineering

(Exceptions: Ethiopia “Engineering Capacity Building Program” -, Algeria) • Underprepared students (Mathematics, Physics – problem transferred from School to University

level) • Low numbers of female students in CE (Algeria is an exception) • Diverging credit systems in different countries • Multidisciplinary character of CE • Limited (access) to resources for the students, Poverty as a challenge • Theoretic orientation is dominating (resource problem) The unattractive salary scheme that is common in most African higher education systems does not affect as hard the Civil Engineers as for example the academics in humanities or social sciences. Most Civil Engineers have attractive “side” or main incomes in the public and industrial sector and regard it as an asset to have a teaching and research position on top. The rootedness of Civil Engineers in the academic as well as in the professional sector offers a diversified profile of the teaching staff as a whole. Civil Engineers bring in the practical perspective into the academic sector. This opens a leeway to the practical dimension of the education in classroom. The university-public-and-private-sector linkage of most Civil Engineers in academia provides good internship opportunities for the students. • 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? From a South African perspective, all the elements defined in the meta-profile are adequate to assist in designing a generic curriculum that will suit international and regional needs. The Tuning Africa exercise highlighted that the similarities in curricula between the majorities of the Universities involved are big and this should make the road to designing a new curriculum much smoother. Recommendations • The BSc. degree should be considered as a pre-engineering or “engineer-in-training” degree.

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• The Civil Engineering curriculum should be developed based on Tuning experience (competence-based).

• A committee should be formed from members of the Civil Engineering group of the Tuning Project to follow the implementation of Tuning experience in the African Universities.

• The Tuning project needs to include other stakeholders apart from academics such as the Ministries of Education, and quality control units or quality assurance agencies in order to create a favorable environment for implementation. The close engagement of employers will also help fostering the labor market oriented reform of Civil Engineering studies.

• Further work needs to be done to harmonize the higher education systems in Africa to be able to mobilize students and teachers

• The methodology of Tuning needs to be further published, communicated and disseminated to different relevant bodies and key players to create more awareness in the continent

• As the pilot phase was rather short, the Tuning Civil Engineering Group could not sufficiently address crucial topics of quality assurance, teaching and assessment. An extension of the project could help to develop the reform endeavors further and to develop points of reference in all tuning aspects. This – combined with dissemination activities – could contribute to a sustainable reform of Civil Engineering studies in Africa.

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C. Final Report of Mechanical Engineering

Country InstitutionName and institution

of attachE-mail

Coordinator of the group

Ecole Nationale Supérieure Polytechnique, Université Yaoundé I

Charles AWONO ONANA, Directeur,

[email protected]

Tuning expert (facilitator)

Université de Lille, France Beatrice DELPOUVE [email protected]

Cameroon Ecole Nationale Supérieure

Polytechnique, Université de Yaounde I

DANWE RAIDANDI [email protected]

Central African Republic

Université de Bangui Martin PANOU [email protected]

Democratic Republic of

Congo

Institut Supérieur De Techniques Appliquées Kinshasa

Léonard KABEYA MUKEBA YAKASHAM

[email protected]

Egypt Cairo UniversityMohamed MEGAHED ELNENI

[email protected]

Ethiopia Jimma UniversityVenkata RAMAYYA ANCHA

[email protected] [email protected]

GhanaKwame Nkrumah University of Science and Technology

SamueL MENSAH SACKEY

[email protected]

MalawiUniversity of Malawi - the Polytechnic

MOSES Phenias Mngwapa CHINYAMA

[email protected]

RwandaKigali Institute of Science and Technology

Venant KAYIBANDA [email protected]

Cape Peninsule Science and Technology (CPST)

Nawaz Mahomed (CPST)

Stellenbosch University

(Dr Christoff Pauw and Andre Muller from International Office of Stellenbosch U.)

TunisiaENIT / Ecole Nationale des Ingénieurs de Tunis de l’Université El Manar

Taoufik NASRI [email protected]

Zambia Copperbelt University Shadreck [email protected] [email protected]

LIST OF MEMBERS OF THE TUNING MECHANICAL ENGINEERIN G AREA GROUP

South [email protected] [email protected] [email protected]

Contents

1. Introduction 2. Context for curriculum reform & modernization

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3. Definition of generic competences- A thematic perspective 4. Identification of specific competences 5. Consultation and reflections 6. Elaboration of Meta-Profile 7. Review and contrast of Meta profile at regional level 8. Contrast of Meta-profile with findings in other regions 9. Conclusions and recommendations

1. Introduction: presentation of the mechanical engineering area.

The African Higher Education system is undergoing a tremendous transformation process. This includes a number of national, regional and continental initiatives among which are the Nyerere mobility Scheme, the African Higher Education Harmonization and Quality Assurance programme, the Pan African University. However, at institutional level, reform is underway in all countries.

One transformation initiative which links institutional, national, regional, continental and international endeavours is the African Higher Education Harmonization and Tuning Project (Tuning Africa), which is part of the Africa-EU strategic partnership.

Tuning is a collaborative, consultative process involving academics working in subject groups with employers and other stakeholders in curriculum development to enhance student competences. Tuning projects in higher education in Africa help to:

• improve staff capacity to design and develop curricula

• provide opportunities for generation of additional resources

• support effective and productive networking.

Tuning Africa will concern 5 subject areas, one of which is Mechanical Engineering, led by Central Africa. The following Universities from 11 countries were selected to participate in the pilot project.

1) Cameroon - The University de Yaounde I 2) Central African Republic - Université de Bangui 3) Democratic Republic of Congo - Institut Supérieur de Techniques Appliquées Kinshasa 4) Egypt - Cairo University 5) Ethiopia - Jimma University 6) Ghana - Nkrumah University of Science and Technology 7) Malawi - University of Malawi - the Polytechnic 8) Rwanda - Kigali Institute of Science and Technology 9) Tunisia - Ecole Nationale d’Ingénieurs de Tunis 10) Zambia - Copperbelt University

At a later stage, the group was joined by South Africa - Cape Peninsula University of Technology / Stellenbosch University.

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

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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 engineers professions because of the broad range of education and skills that allow him to solve technical, social, environmental and economic problems. The prime role of a "mechanical engineer" is to provide creative design to be applied to mechanical engineering problems. In order to perform this role, mechanical engineering graduates should be equipped with knowledge requirement, and technical abilities and skills.

2. Context for curriculum reform & modernization: some particular aspect of the subject area in relation to the continental and regional context .

TO BE COMPLETED Africa represents only 0.07 % of the patent applications in the world, indicator revealing of the technological leadership of the continent. Africa has an unique occasion of transformation and durable growth. The growth of the GDP sub-Saharan Africa accelerated, passing from an average annual rate of 2 % during the Nineties to 5.5 % during the last decade. Although the growth slowed down following the world financial crisis, it increased again in 2010 thanks to the implementation of careful macroeconomic policies and with the financial support of the multilateral organizations. In spite of this strong economic growth, Africa knows significant problems of development. One of them is the lack of diversification of the structure of the production. To add value to the production and to diversify the national economies by stimulating the development of new competing sectors constitute a major challenge. The countries must in particular learn how to capitalize on the boom of the raw materials as to have repercussions on the economy of the countries in the form of better remunerated employment and of a search for evolution towards activities with stronger added value. Africa is confronted with an immediate deficit of competences to solve its problems of development, in particular in the field of mechanical engineering. No African country alone is able to face the request of technicians, engineers and researchers, in particular in the sectors of mining industries, energy, water supply, environment and infrastructures as well as in the sector of services. For example, the mining industries need mechanical engineers, civil, electricians and tankers as well as geologists and specialists in the environment domain. These jobs are currently assumed by foreigners out from Africa. In fact, Africa is being consumer of technology of which it is not producing. In the medium term, obtaining an economic growth and a competitiveness supported for Africa will require more qualified engineers, as well as industrial research workers, in order to improve integration of technology and to increase the productivity in industry. Though they improve and develop, the higher educational systems of Africa are currently not able to meet the immediate human resources needed in engineering. This is due to an unsatisfactory regional specialization and the underdevelopment in terms of integration of the educational systems higher in Africa, with regards to the correlation between the training schemes of mechanical engineers with the present needs, with the lack of scale and excellence of the teaching body, with the insufficiency of technical equipment in the universities. Moreover, one can note that engineers do not intervene efficiently

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in the design and the development of the public policies as regards technological and industrial development. It is clear that to have a critical mass, no African country can afford it alone. We thus need an interaction between these countries, at least in the great African regions, in order to better understand each other in terms of formation. Each member of the group presented his institution, with the information concerning the degrees, the main component of the curricula, and the professions the formations lead to. The participants also gave other information concerning the system of study within their institutions. In Yaoundé, we came out with the following table pointing out the differences leading to some harmonization:

Country and institution

Degrees , number of years of study

EGYPT Cairo University

5 years (10 semesters, with 14-15 weeks per semester) for a BsC, including 1 year of preparation. 2 years more for Msc More than 3 years for PhD

RWANDA 4 years for a BsC of Engineering. (Also available a distance learning Bsc of Sciences with Stockolm) 4 years for a BsC of Engineering. (Also available a distance learning Bsc of Sciences with Stockolm).We have to change Bsc into Msc and we got:4 years for a BsC of Engineering. (Also available a distance learning Msc of Sciences with Stockolm)

RDCongo Institut Supérieur de Techniques Appliquées Kinshasa

3 years of study : Technical engineer 5 years of study: Mechanical Engineer 7 years of study: Master PhD : 3 or more years

MALAWI University of Malawi - the Polytechnic

5 years (10 semesters, with 15 weeks per semester) for a BsC, including 1/2 year of industrial attachment.

CAMEROON The University of Yaounde I

5 years (10 semesters, with 15 weeks per semester) for a mechanical engineer diploma, including 2 training period of industrial attachment. 1 year Master if you have an Eng. Degree 3 years or more for PhD

ETHIOPIA Jimma University

3 years for a Diploma in mechanical engineering 5 years (10 semester, with 16 weeks per semester), 313 ECTS for a BsC. 2 years more for Msc 3 years or more for PhD

GHANA Kwame Nkrumah University of Science and Technology

4 years for a BsC. 2 years more for Msc 3 years or more for PhD

Rep. Centre Africaine Université de Bangui

2 years of study for a DUT (Technician diploma) 1 year more for a Technologist (Ingénieur des travaux) with 4 departments :

Tunisie (ENIT) 5 years (10 semesters) for a mechanical engineer diploma, including training periods of industrial attachment. 1 year for a Mastère (Master after Ing. Degree)

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PhD 3 years or more for PhD

South Africa Cape Peninsula Science and Technology (CPST) Stellenbosch University

Science : 3 Year Bsc 1 year Honors 1 year Master If these students want to jump in Eng, they can do a PDE (PostGraduate Diploma) or BsC Honors Engineering : 4 year BEng (Mechanical or Mechatronic options) Master in Eng = MEng : Either a 2 year Research Master or a 1 year Structured Master(means taught) (13 months) PhD (Eng) is a 3 year (from 2 to 4)

Some countries are performing curriculum reform and modernization – in particular those of engineering and sciences - as part of their national development strategies. But Tuning Africa is an opportunity for Africa to harmonize engineering curricula so as to produce competent human resources in quality and quantity to provide future transnational African firms with adequate personnel, and compare our curricula to those of Europe, Russia, Latina America and Asia. Without neglecting multidisciplinary engineering trainings leading to general practitioners engineers with a broad profile, the curricula of the engineers in Africa must still be directed towards more specialized aspects because these engineers are especially brought to be operational on the ground, in their field of competences i.e. here mechanical engineering. One also needs to understand well what occurs in the other continents and areas (EUROPE, USA, RUSSIA, ASIA and LATINA AMERICA) where the differences are expressed in terms of technology and teaching practice.

The student profile encountered in Africa someone ready to learn, who has good theories, is good at design, but who has some weaknesses on practical and practices. This situation is linked to the industrial context, with very low infrastructures level, lack of industries in the domain of mechanical engineering, lack of capacity from the African governments to invest, and the presence of foreign investment leading to foreign technology and research.

Therefore, concerning the Mechanical Engineering, the African development priorities focus on skill acquisition and deal with:

- Mobility within and out of Africa, - Recognition of curricula in Africa and abroad, - Global and social dimension of engineering curricula, and - Quality assurance programme.

The main objective is to train more and more new engineers, with regards to the future. Those engineers are supposed to face global needs and not local one only. Without neglecting the technical aspect of the training, the following competences should be included:

- Manager skills in order to face unemployment, - Respect of others, - Innovation and new product’s building, - Adaptability to all African countries and outside, - Flexibility - professional ethics

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3. Definition of generic competences - A thematic p erspective

Following extensive deliberations among representatives of all subject-specific disciplines conducted in Yaoundé, Cameron during the "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.

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 beings. The word "UBUNTO" has its origin in the Bantu languages of Southern Africa.

4. Identification of specific competences

The group defined the specific competences for mechanical engineering at the level of Bsc or Msc (5 years of study). We came out with a list of 19 specific competencies listed in Table (1b).

LIST OF SPECIFIC COMPETENCES IN MECHANICAL ENGINEERING

We added the definitions of the 19 Mechanical Engineering Specific Competencies. Mechanical Engineering Specific Competencies

No. Competence Definition

1 Ability to apply knowledge of the basic and applied sciences of mechanical engineering

This is the ability first to draw, and second to understand a connection between a real-life situation or problem and the Mechanical Engineering (ME) sciences and how these sciences can be used to model and or solve those real-life

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problems.

2 Ability to identify, evaluate and implement the most appropriate technologies for the context in hand

It is the ability to recognise the needs of any given situation with a capacity not only to assess the mechanical engineering requirements of such situation but be able to apply the simplest, most efficient and cost effective Mechanical Engineering solutions to them.

3 Capacity to create, innovate and contribute to technological development

This is the ability to contribute to the improvement of technology through the introduction and implementation of new concepts or ideas that work to make the technology better.

4 Capacity to conceive, analyse, design and manufacture mechanical products and systems

This competence enables a Mechanical Engineer to originate the idea for a new Mechanical Engineering product or system and to take it systematically through the full gamut of product realisation activities/procedures until system a real ME product or system is actualised.

5 Skills in planning and executing mechanical engineering projects

These are skills in Project Management such as planning, scheduling, and logistics mobilization applied to Mechanical Engineering Works and assignments.

6 Capacity to supervise, inspect and monitor mechanical engineering systems

Ability to be in full charge and control of active Mechanical Engineering systems with capability to track closely the behaviour of such systems to effect appropriate adjustments meant to maintain the system at a desired level.

7 Capacity to operate, maintain and rehabilitate mechanical engineering systems

Given an existing Mechanical Engineering system, this is the capability to cause the system to function properly as designed and to retain it in a state fit for continual use.

8 Skills in evaluating the environmental and socio-economic impact of mechanical projects

This is the ability to understand and appreciate the environmental degradation potential and implications of Mechanical Engineering products, activities and installations and the adverse environmental effects that can be caused by the end-of-life retirement of such systems.

9 Capacity to model and simulate mechanical engineering systems and processes

This is the ability to evolve acceptable representations of real Mechanical Engineering systems that can be studied for purposes of optimisation of the key performance parameters of such systems.

10 Skills in selecting, mobilising and administering material resources, tools and equipment cost-effectively

Possession of practical knowledge of the properties, structure and behaviour of Mechanical Engineering and related materials, components and equipment that enables him/her to properly select and mobilise them for acceptable functionality while achieving cost and quality optimisation.

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

Capacity to design, manufacture or operate Mechanical Engineering products or systems within legal constraints while ensuring that design for economic manufacture and assembly principles are followed.

12 Capacity for spatial abstraction, graphic representation and engineering drawings.

Capacity to conceptualise 2- and 3-dimentional mental representations of mechanical systems and translate these into solid and other models using either the computer or manual engineering drawing methods.

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13 Providing mechanical engineering solutions to societal problems for sustainable development

Ability of the engineer to relate and connect well with his/her socio-economic setting as a foundation for offering practical real solutions to real problems in the community.

14 Skills in safety and risk management in mechanical engineering systems

Skills in safety management imply an ability to appreciate and anticipate all the safety loopholes in a mechanical engineering system and take appropriate, systematic steps to ensure their elimination or protection against them by actual action. Risk management skills involve identifying all possible risks, classifying or rating them in terms of their magnitude and frequency and taking appropriate steps to mitigate them, paying attention to the most threatening ones.

15 Skills in using information technologies, software and tools for mechanical engineering

This is the ability to leverage information and communication technologies including computer software, to impact the Mechanical Engineering function in its dimensions for the purposes of achieving speed, higher quality, consistency and repeatability as well as cost reduction.

16 Capacity to interact with multidisciplinary groups towards developing integrated solutions

This represents the ability to learn fast and to have fair knowledge of the disciplines that commonly interact with Mechanical Engineering systems so that when working within a multi-disciplinary environment, the Mechanical Engineer will be literate enough to communicate effectively with engineers and professionals from other disciplines.

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

An appreciation and understanding of Total Quality principles that assure quality into Mechanical Engineering products and systems from conceptualisation to system realisation. These must include knowledge of statistical methods of quality assurance and control.

18 Capacity to conduct life cycle assessment for products and systems

This is the ability to consider in detail, all the important stages in the life of Mechanical Engineering systems in terms of their individual, as well as their collective and total impact on issues such as product development, acquisition, installation and usage costs, as well as product/system end-of-life retirement and disposal costs and how these activities might impact adversely on the physical environment.

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

Ability to indiginise Mechanical Engineering by working together with other engineers to come out with Mechanical Engineering systems that exploit local natural resources by converting them into commercially useful products and systems.

Specific learning outcomes for Mechanical Engineering – first cycle were also defined. First cycle degrees facilitate professionally qualifying studies in mechanical engineering with early professional careers (professional qualification) and qualify graduates for advanced scientific degree programmes or for additional degree programmes other than mechanical engineering.

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SUMMARY OF THE OUTCOMES ACHIEVED IN THE WORKING GRO UP (MECHANICAL ENGINEERING)

The ability to demonstrate knowledge and understanding of the basics of:

Mathematics including differential equation, integral calculus, linear algebra, vector algebra, numerical methods, probability and statistics

High-level programming

Solid and fluid mechanics; statics and dynamics

Material science and engineering, and strength of materials

Thermal science : thermodynamics and heat and mass transfer

Principles of turbo-machinery, reciprocating engines and machines, and material handling equipment, ... etc

Electrical and electronic circuits, electrical machines and drives

A

Control systems

Basic and Engineering Sciences

The ability to analyse:

Mass, momentum and energy balances and efficiency of systems

Hydraulic and pneumatic systems

B `

Machine elements and mechanical systems

Engineering Analysis

C The ability to carry out design of machine elements and mechanical systems using both traditional means and computer-aided tools

Engineering Design

The ability to demonstrate the safe use of workshop and laboratory equipment

The ability to operate and maintain mechanical equipment and systems

Understand and apply safe systems, codes and standards at work

D

The ability to select and use control and production systems

Engineering Practice

5. Consultation and reflections

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.

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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 Generic Competencies: Analysis of Consultation Results

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 (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.

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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

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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

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.

• 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

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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.

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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

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Specific Competencies: Analysis of Consultation Res ults

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 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

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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.

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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

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products and systems #2 Ability to identify, evaluate and implement the most appropriate technologies for the context in hand


#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

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on the high side by students and graduates. This type of observation should be focused upon when rectifying current curricula.

• 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 have performed their task properly.

6. Elaboration of Meta-Profile

Conceptual Basis underlining Construction of the Meta-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

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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

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Top 7

(Ran

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Cod

ed

Com

pete

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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

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Em

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Stu

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Top 7

(Ran

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Cod

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Com

pete

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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 Mechanical Sys tems

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 Competencie s Coded by

[Rank-Type (G or S)–Old Order], As Identified through Analysis of Consultation Resu lts

Generic Competencies (G) Subject-Specific Competenc ies (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 projects

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 administering 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 0 8-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-18 06-S-1 9 Space-3 Sustainability

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

From the Tuning documentation, the next step in the process will be to develop the curricula that will produce the above generic and specific competencies, taking into consideration the levels of importance , i.e. the meta-profile developed.

7. Review and contrast of Meta profile at regional level

After the meeting of Cape Town in South Africa, generic competences and specifics defined in Yaoundé were used to build the meta-profile in mechanical engineering. The consultation process and the meta-profile agreed at Cape Town meeting has really helped in comparing the existing profiles in the selected universities. The selected universities looked at the curricula available in terms of meta-profile agreed in Cape Town. Thus, they could determine elements of the meta-profile contained in their current training. This work was completed through exchanges and discussions with some teachers of the department. For instance, B.Sc profile of ME at Jimma University was looked at with this regards and some corrections were made. With the results of this analysis of the training of a mechanical engineer in the National Graduate School of Engineering, Yaoundé in terms of meta-profiles it is possible to improve the curricula by taking into account all the significant elements for the training of an engineer.

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In Cape Town Peninsula, the core of the meta-profile is slightly different: Graduates are expected to have the ability to DESIGN AND MANUFACTURE mechanical systems, integrating knowledge of ME SCIENCES and QUALITY STANDARDS. While graduates are expected to operate manufacturing systems (CNC machines, conventional metal removal machines, welding machines, etc), they do not necessarily master the operation and maintenance of mechanical equipment such as compressors, heat exchangers, pumps, etc. Such mechanical systems form part of the curriculum, but for systems design purposes only. Concerning Cairo University, competencies with high degree of coincidence and high degree of discrepancy with "Tuning Africa" competencies have been identified. Areas of highest difference are related to quality, commitment to African identity, Mechanical Engineering solutions toward sustainable development, environment and socio-economic impact, product life cycle management, integration of legal, financial aspects in ME projects. The African dimension is also lacking. Tuning Africa: Bridging between Meta-profiles and reality Mechanical Engineering Group

Case study of The National Graduate School of Engineering of the University of Yaounde I, Prof.

DANWE RAIDANDI

The Mechanical and industrial Department of the National Graduate School of Engineering, the total objectives and competences of the training in terms of the types of required engineers are: 1) Engineers in Mechanical Engineering: This formation is directed towards the Mechanical Engineering development and construction. For this reason, it aims at training the engineers suited to:

• to control the design and the manufacture of the machine elements of the systems; • to control the techniques of production, transport, transfer and use of energy in all its forms; • To ensure maintenance and logistics in the companies • To have skills in creating of companies.

2) Engineers in Industrial engineering: This formation is directed towards industrial management. The engineer must be able to:

• To control the design, the processes and management on the technical and economic level of the units and automated chains of production.

• To control the financial, economic management sciences and of optimization of the systems of production.

• To have skills in creating of companies.

A- DESCRIPTION OF THE METHODOLOGY After the meeting of Cape Town in South Africa, generic competences and specifics defined in Yaoundé were used to build the meta profile in mechanical engineering. For the preparation of the meeting of Brussels, work to be done consisted in comparing the training in our university with this meta profile. To do it, we looked at the program available in terms of meta-profile available. Thus, we could determine elements of the meta-profile contained in our current training at the National Graduate School of Engineering, Yaoundé. This work was completed through exchanges and discussions with some teachers of the domain.

B- DESCRIPTION OF THE SELECTED PROFILE OF FORMATION

1) At the University of Yaoundé I, National Graduate School of Engineering

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DIPLOMA: Diploma of engineering in Mechanical Engineering (Mechanical Engineering Diploma) 2) PROFILE OF FORMATION

TYPE OF DIPLOMA & DURATION

Diploma for the occupation of Engineer (equivalent to a master), obtained after 5 years of training.

INSTITUTION National Graduate School of Engineering of the University of Yaounde I ORGANIZATION , ACCREDIT ATION

Ministry of Higher Education, Cameroun

REFERENCE PERIOD Since 1999, the National Graduate School of Engineering delivers the diploma in mechanical engineering and industrial engineering.

CYCLE/LEVEL The curricula consist of two phases. - A common cycle (joint base) of 2 years duration. - A cycle of three years duration for specialisation.

GENERAL GOAL:

The Mechanical engineer’s work consists mostly of development and construction. For this reason, we aim at training the engineers suited to: • to control the study, the design and the manufacture of the machine

elements of the systems; • to control the techniques of production, transport, and use of energy; • To ensure maintenance and logistics in the companies • To produce engineers capable of Creating of private enterprises.

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CARACTERISTICS 1. DISCIPLINE (S)/(S)

FIELD STUDY: • Disciplines of Mechanical Engineering speciality (mechanical

construction, manufacture, thermodynamics, materials, maintenance, calculation of the structures(structural analysis), energetic) 70 %

• Complementary disciplines (Data processing, electronics, automation) 10 %

• Projects, Management, law and communication in the company 5 % • Training course in companies (internships): 15%

GENERAL OR SPECIALIZED CHARACTER

the diploma is directed more towards the specialties of Mechanical engineering and Energetic

ORIENTATION

The diploma is a combination of hands-on training, professional, and research.

DISTINCTIVE CHARACTERISTICS

The formation comprises two obligatory training courses in companies (internships)

EMPLOYABILITY

The principal function of holders of the diploma is a position as an engineer in a company. The diploma confers to its holder the title of engineer regulated at the national level and protected by the law.

CONTINUATION OF THE STUDIES

The graduate can continue his studies: - For a masters research and a Doctorate in the same speciality For a search for competences in management, and entrepreneurship.

APPROACHES OF The TRAINING AND TEACHING

Guided by the teacher, the training includes lectures, directed work, practical work, projects and training courses.

METHODS EVALUATION The evaluations include, continuous assessment, the practical examination and possibly work. In the case of projects, it will be about a series of work and work of synthesis.

C- ANALYSIS OF THE PROFILE OF LEARNING BY COMPARING WITH META-PROFILE ADOPT IN CAPETOWN

Elements of

coincidence Elements of difference

Me-Core Design, Manufacture and Operation of Mechanical Systems

Clearly identified Certain applications like propulsion and aerospace seem to us very specialized.

Planet-1 Mechanical Engineering Sciences

Clearly identified Very high weight, almost like Me-Core. Certain competences as the aptitude to solve the problems (mathematical methods) seem insufficiently present.

Planet-2 Innovation and Creativity

Clearly not identified in the profile of formation

Planet-3 Managerial and Behavioural Skills

Partially identified in profiles formation

The behavioural aptitudes are not taken into account.

Planet-4 Quality Clearly identified Very weak weight in the profile of formation Planet-5 Communication and

Interpersonal Skills Clearly identified

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Planet-6 Professionalism and Ethics

Clearly not identified in the profile of formation

Space-1 Entrepreneurial Skills clearly identified in formation profiles

Space-2 Community Engagement

Do not exist in the profile of formation

Space-3 Sustainability Do not exist in the profile of formation * Analysed weights of the various dominant elements The elements of Me-Core (Design, Manufacture and Operation of Mechanical Systems) and Planet-1(Mechanical Engineering Sciences) have very high weights compared to the other meta-profiles. Compared to the meta-profile adopted in Cape Town, certain elements do not exist in profiles of our training. We haven’t taken into account the local impact of the curricula as well as environmental concerns, therefore very important for a developing country. * People consulted In accordance with the recommendations of the organizers, 6 professors from the Department of Industrial and Mechanical engineering, one of which works at the Faculty of Science, The University of Ngaoundéré, and another at the College of Technology, The University of Dschang were associated. Each one gave his/her observations and remarks compared to the identified differences.

* Profile adjustments/Profile suggested for the uni versity The following meta-profile elements must be taken into account in the training of mechanical engineers in the National Graduate School of Engineering, Yaoundé: - innovation and creativity, - professional Ethics, - Community Engagement, and - Sustainable development.

* Conclusions With the results of this analysis of the training of a mechanical engineer in the National Graduate School of Engineering, Yaoundé in terms of meta-profiles it is possible to improve the curricula by taking into account all the significant elements for the training of an engineer. Jimma University, Ethiopia - Venkata Ramayya Anch a

�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.

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• 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. · 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.

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Extensive discussions with staff and students revealed some of the contributing factors for the gap in importance and achievement of the general and specific competencies as mentioned below.

� Lack of qualified & experienced staff in some specialized subjects despite a good curriculum � Variations in teaching effectiveness in the same subject taught by different instructors � Lack of sufficient resources for practical instruction affecting the acquisition of practical skills � 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.

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.

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Report on Bridging the Gap between "Tuning Africa" Mechanical Engineering Meta-profile and Reality at Cairo University, Egypt - Prof. Mohammad Megahed

Introduction The objective of this report is to contrast a chosen "Mechanical Engineering Program" at Cairo University with the corresponding degree profile developed within "Tuning Africa" project following Cape Town meeting held in mid-May 2012. Based upon the identified coincidences and differences between the two degree profiles, further enhancements can be developed, which will benefit program implementation and hence will contribute to forming better graduates. There exist a number of "Mechanical Engineering" programs at the Faculty of Engineering, Cairo University (CUFE). These include: Mechanical Power Engineering, Mechanical Design and Production Engineering, Aeronautics and Aerospace Engineering, and Mechanical Design Engineering (MDE). The first three programs have been in operation at CUFE for decades, but the 4th program (MDE) has been initiated only in 2006 with a modern curriculum and study system that is based on "credit hours"; rather than the traditional system adopted at CUFE which relies on allocation of more or less a set of pre-selected courses to each academic year. The degree profile of MDE program was chosen here to compare with the "Mechanical Engineering" degree profile developed within "Tuning Africa" project. The degree profile of MDE-CU program can be found on the following website: http://www.eng.cu.edu.eg/UnderGraduates/CreditHours Programs/tabid/65/Default.aspx MDE program structure conforms to the requirements of the Supreme Council of Egyptian Universities (SCU) and the requirements of NARS: National Academic Reference Standards issued by the National Authority for Quality Assurance and Accreditation of Education (NAQAAE). The program is based upon 180 credit hours, corresponding to about 300 contact hours, distributed over 10 semesters. In July 2012, two cohorts have already graduated from the MDE program. Discussion Group The following 8 members of staff have been selected to form the discussion group. All of the group members are actively involved in program implementation. The discussion group includes the Program Coordinator, as well as a Research Student/Teaching Assistant who is a graduate of the program. Below are the names and positions of the discussion group members. 1- Dr. Abdallah Wifi: Professor of Metal Forming, Cairo University 2- Dr. Saied Megahed: Professor of Robotics, Cairo University 3- Dr. Saif Khorshid: Professor of Solid Mechanics, Cairo University 4- Dr. Chahinaz Saleh: Associate Professor of Solid Mechanics; MDE program Coordinator 5- Dr. Mohamed El-Gameel: Assistant Professor of Automatic Control, Cairo University 6- Dr. Yasser Anis: Assitant Professor of Dynamics and Control, Cairo University 7- Eng. Moaataz Mohsen: Teaching Assistant and Research Student, Cairo University;

2012-MDE graduate 8- Dr. Mohammad Megahed: Professor of Solid Mechanics, Cairo University

Methodology Objectives and activities of the "Tuning Africa" project were disseminated to the members of the discussion group. The process of developing program competencies and profile, including consultation process and the construction of the meta profile was explained through emails and phone calls as well individual and group meetings. The sets of "Generic Competencies" and "Mechanical Engineering" competencies were discussed. These were tabulated and each group member was asked to read and reflect on each competence and then rate the degree of its correlation with reality at MDE-CU program using the following point system: Strong =4, 3=Moderate, Weak =2 and None =1. Individual discussions were conducted during the reflection process and clarifications of some "Tuning Africa" competencies were required. Answers on degrees of correlations were received from the 8 members of the discussion group. An

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average percentage of correlation was then determined of each competence, as presented in Table-1 below.

Table-1 Raw Data of Degree of Correlation of a Comp etence

Results Tables 2, 3 present the results of the degrees of correlation between "Tuning Africa" Mechanical Engineering and MDE-CU program. For the purpose of analysis of results, high degree of coincidence corresponds to a % of correlation ≥ 90%, and high degree of discrepancy corresponds to % of correlation ≤ 70 %.

Table (2) Summary of % of MDE-CU Correlation with T uning Africa Generic Competencies Generic Competencies As Identified by

"Tuning Africa Project" % of Correlation

With MDE

01 Ability for conceptual thinking, analysis and synthesis 91 % 02 Ability to translate knowledge into Practice 78 % 03 Ability for creative and innovative Thinking 88 % 04 Leadership, management and team work skills 97 % 05 Objective decision making and practical cost effective problem solving 84%

06 Capacity to use innovative and appropriate technologies 75 % 07 Self confidence, entrepreneurial spirit and skills 81 % 08 Professionalism, ethical values and Commitment to UBUNTU* 72 % 09 Capacity for critical evaluation and self awareness 78 %

10 Ability to learn to learn and capacity for lifelong learning 78 % 11 Communication and interpersonal skills 94 % 12 Flexibility, adaptability and ability to anticipate and respond to new

situations 81 %

13 Environmental and economic consciousness 81 % 14 Ability to communicate effectively in official/national and local language 72 % 15 Ability to work independently 81 % 16 Ability to work in an intra and intercultural and/or international context 81 %

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

56 %

18 Ability to evaluate, review and enhance quality 69 % * 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 beings. The word "UBUNTO" has its origin in the Bantu languages of Southern Africa.

Table (3) Summary of % of MDE-CU Correlation with T uning Africa Mechanical Engineering Competencies

Mechanical Engineering Competencies As Identified b y "Tuning Africa Project"

% of Correlation With MDE

01 Ability to apply knowledge of the basic and applied sciences of ME 94 %

02 Capacity to conceive, analyze, design and manufacture mechanical products and systems 75 %

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

72 %

04 Capacity to create, innovate and contribute to technological development 75 %

05 Skills in planning and executing ME projects 91 %

06 Capacity to employ ME skills to transform local national resources into products/ services through value addition

72 %

07 Providing ME solutions to societal problems for sustainable development 69 %

08 Skills in using information technologies, software and tools for ME 97 %

09 Capacity to operate, maintain and rehabilitate ME systems 75 %

10 Skills in evaluating the environmental and socio-economic impact of mechanical projects 66 %

11 Capacity for spatial abstraction, graphic representation and engineering drawings 84 %

12 Capacity to supervise, inspect and monitor ME systems 72 %

13 Capacity to model and simulate ME systems and processes 97 %

14 Capacity to interact with multidisciplinary groups towards developing integrated solutions 84 %

15 Skills in selecting, mobilizing and administering material resources, tools and equipment cost-effectively

75 %

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

69 %

17 Skills in safety and risk management in ME Systems 72 %

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

72 %

19 Capacity to conduct life cycle assessment for products and systems 63 % Analysis of results showed that MDE-CU profile have high degree of coincidence with "Tuning Africa" competencies in skills related to use of IT and ME software tools, conceptual thinking, modeling and simulation, application of knowledge, planning and execution of projects, leadership, management, team work, communication and interpersonal skills; see Table (4) below. Areas of highest differences between the two profiles lies in skills related to quality, commitment to African identity, solutions of sustainable development, environment and socio-economic impact, life cycle management, integration of legal, financial aspects in ME projects. These shortcomings should be addressed in future revision of the MDE program. In addition, comments received from members of the discussion group pointed out a number of

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shortcomings in MDE-CU program in building skills of quality, Arabic Language, Awareness of the African dimension.

Table (4) Competencies with Highest Degrees of Coin cidence and Discrepancies Competencies with Highest Degrees of Coincidence Skills in using IT, software and tools for ME Capacity to model and simulate ME systems and processes Leadership, management and team work skills Communication and interpersonal skills Ability to apply knowledge of the basic and applied sciences of ME Ability for conceptual thinking, analysis and synthesis Skills in planning and executing ME projects

97 % 97 % 97 % 94 % 94 % 91 % 91 %

Competencies with Highest Degrees of Discrepancies Ability to evaluate, review and enhance quality Commitment to preserve and add value to the African identity and cultural heritage Providing ME solutions to societal problems for sustainable development Capacity to integrate legal, economic and financial aspects in decision-making in ME projects Skills in evaluating the environmental and socio-economic impact of mechanical projects Capacity to conduct life cycle assessment for products and systems

69 % 69 % 69 %

66 %

63 % 56 %

Conclusions 1- MDE-CU program Competencies with high degree of coincidence and high degree of discrepancy with

"Tuning Africa" competencies have been identified 2- The two programs coincide in competencies and skills related to use of IT and ME software tools,

conceptual thinking, modeling and simulation, application of knowledge, planning and execution of projects, leadership, management, team work, communication and interpersonal skills

3- Areas of highest difference are related to quality, commitment to African identity, ME solutions toward sustainable development, environment and socio-economic impact, product life cycle management, integration of legal, financial aspects in ME projects. The African dimension is lacking from the MDE program.

4- The above results should be used in upgrading the competencies of MDE-CU and making the "Tuning Africa" program more global, and hence bridging the gap between the two profiles.

5- Dissemination of above result as well as the detailed meta-profiles to stakeholders should become an issue of high priority to "Tuning Africa" project

Closure

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The photograph above shows some of MDE-CU graduates (2nd cohort) presenting their work in the "Student Formula-Racing competition" held in London in July 2012, as part of their graduation project. They ranked 74 over 120 university teams coming from over 80 countries; despite CU participation for the first time. Comparison of profile of BTech Mechanical Engineering with Meta-Profile, Faculty of Engineering Cape Peninsula University of Technology

Nawaz Mahomed

Graphical Illustration of the CPUT Mechanical Engin eering Profile

INTRODUCTION CPUT is one of 23 universities in South Africa, and one of the 7 universities of technology (UoTs). All the UoTs offer the degree of Bachelor of Technology (BTech) in Mechanical Engine ering . This degree involves 3 years of academic work and one year of industrial internship. It is therefore different to the 4-year academic BSc Eng degree offered by the traditional universities. The BSc Eng degree offers a more intensive grounding in the fundamental sciences. On the other hand the BTech degree offers an applied engineering education, with emphasis on general engineering practice. The comparison with the meta-

Community Engagement

Managerial & Behavioural

Skills

Sustainability Communication &

Interpersonal Skills

Professionalism & Ethics

Quality ME

Sciences

Design and Manufactur

e

Entrepreneurial Skills

Innovation & Creativity

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profile is based on the BTech degree in Mechanical Engineering at CPUT, which could be generalized to all UoTs in South Africa. The CPUT profile, shown above, was developed through careful consideration of the subject offerings and the learning outcomes. These learning outcomes have been developed over many years of consultation with industry advisory committees and the Engineering Council of South Africa. Selected staff members from the Department of Mechanical Engineering and Mechatronics were consulted on the profile to ensure, as far as possible, its accuracy in terms of the competency groups identified through the Tuning Africa project. CPUT MECHANICAL ENGINEERING PROFILE The core of the curriculum involves mechanical design, which integrates principles of mechanical engineering sciences, manufacturing (design for manufacture), maintenance (product lifecycle analysis) and community/industrial relevance (industrial design problems; industry internship; community engagement projects). The design processes taught involves an intensive use of CAD tools. In the final year, students are exposed to CAE systems (such as finite element stress analysis, CFD, etc). These tools and systems are used to develop innovative design solutions. Alongside INNOVATION & CREAIVITY, The development of effective COMMUNICATION SKILLS (not so much interpersonal skills) is both formally approached as coursework as well as embedded within various subjects (through report writing assignments). The ability to develop design solutions for industry/community is extended into the ability for INNOVATION & CREATIVITY (by implication; not formally taught as a process). The ability to develop SUSTAINABLE solutions is a further extension of the design ability, with graduates needing to display socio-economic development awareness and environmental consciousness. There is limited attention to the development of MANEGERIAL & BEHAVIOURAL SKILLS and to PROFESSIONALIM & ETHICS in the workplace. Most UoT graduates are geared towards highly technical careers, and it is expected that graduates develop management and related skills through additional qualifications. An elective to develop ENTREPRENEURIAL SKILLS is available, but is not a popular option. COMPARISON WITH THE MECHANICAL ENGINEERING META-PRO FILE The Meta-Profile developed at the Tuning Africa conference held in Cape Town in April 2012 is illustrated below. The core of the meta-profile is slightly different: Graduates are expected to have the ability to DESIGN AND MANUFACTURE mechanical systems, integrating knowledge of ME SCIENCES and QUALITY STANDARDS. While graduates are expected to operate manufacturing systems (CNC machines, conventional metal removal machines, welding machines, etc), they do not necessarily master the operation and maintenance of mechanical equipment such as compressors, heat exchangers, pumps, etc. Such mechanical systems form part of the curriculum, but for systems design purposes only.

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At CPUT, the emphasis is on building graduate abilities that will allow effective COMMUNITY/INDUSTRY ENGAGEMENT for the development of engineering solutions. This, to a degree, involves INNOVATION & CREAIVITY, but the latter is not formally (rather loosely) approached as part of the design process. COMMUNITY ENGAGEMENT is further cemented through the one-year internship component. STAFF FROM THE DEPARTMENT OF MECHANICAL ENGINEERING CONSULTED

Name Position Contact

Dr Modify Kaunda Head of Department [email protected]

Howard Fawkes Senior Lecturer [email protected]

Eugene Erfort Lecturer and Research Projects Manager

[email protected]

Prof Bohua Sun Professor: Smart Materials [email protected]

Prof Oscar Professor: Adaptronics [email protected]

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Philander

Francois Hoffman Senior Lecturer (Mechatronics) [email protected]

Fareed Ismail Lecturer [email protected]

8. Contrast of Meta-profile with findings in other regions

TO BE COMPLETED The Tuning approach has been developed in each region with regards to the needs of each continent. In Latina America, the competences were systematized in advance into social, cognitive, technological and ethical categories and groupings, while the African group ex post formed clusters after identified the generic and subject specific competences. The African group rather approached the clustering from the expected outcome. The Russian Tuning experience did not include Mechanical Engineering. Russia presented the case of Environmental Engineering. Russia differentiates between three competences, while the term “Generic” competence was given as “General” competences. • General competences for Engineering (broad scope of programs) • General competences for Environmental Engineering • Subject specific Competences for Environmental Engineering The large country of Russia (Federation) does not distinguish between its regions. The programs and standards are covering the entire territory of the country. Quality is a central issue.

9. Conclusions and recommendations

TO BE COMPLETED

After one year of work, the exercise has been an enriching process. The impact on the existing curricula is very important. Some conclusions can be set out :

1- Five subject area groups have been worked on, and we well understood the Tuning method. 2- There is an agreement on the importance of the Tuning methodology. 3- Concerning the mechanical engineering group, 19 generic competences were agreed, as well as

20 specific competences. These were valided by a survey involving academics, employers, graduates and students.

4- The Tuning project gives Africa an instrument which will improve the teaching and learning methods with a view to improving the curriculum of higher education institutions.

Some recommendations: 1- Funds are to be sought in order to complete the work 2- The process should be extended to other subjects area existing in our institutions 3- All the African institutions from all countries should be involved 4- The creation of National Tuning Center’s in each country 5- The relations between industries and universities in Africa should be closer than it is now. 6- Dissemination of Tuning result as well as the detailed meta-profiles to stakeholders should become

an issue of high priority to "Tuning Africa" project.

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D. Final Report of Medicine HARMONIZATION WITH TUNING IN AFRICA REPORT OF THE MEDICINE SUBJECT AREA GROUP Members of the Group Chair Professor Mahmoud Ben Ali Abdellah, Vice-Rector (In ternational), Universite d’Alger 1 Algeria Professor Moussa Arrada, Dean of the Faculty of Medicine, Universite d.Algers 1 Congo Professor Jean Rosaire Ibara,Faculty of Medicine University Marien Ngouabi, Egypt Professor Ahmed Magdy Ibrahim A. El Gohary, Faculty of Medicine, Suez Canal University Ethiopia Professor Eprem Tekle Lemango, Faculty of Medicine, Makelie University Kenya Professor Charles Odero Omwandho, Dean of the Faculty of Medicine, University of Nairobi Morocco Professor Abdelhaq Alaoui Yazidi, Faculty of Medicine and Pharmacy, Universite Cadi Ayyad de Marrakech Nigeria Professor Olesugun Olusina Ayinyinka, Dean of the Faculty of Medicine, University of Ibadan Senegal Professor Abourahmine Dia, Dean of the Faculty of Medicin,Universite Cheikh Anta Diop de Dakar South Africa Professor Jennifer Ramesar,, Faculty of Medicine, University of Cape Town Tunisia Professor Ali Chedli, Dean Faculty of Medicine, Universite de Monastir The Study of Medicine Medicine is possibly one of the oldest subjects taught in 21st century Universities and although the history of Medicine tends not to be a component of contemporary medical education it is nevertheless true that modern medicine still draws on the insights and understanding of scholars from ancient times in the east as well as the west. Perhaps a testimony to the ancient roots of Medicine lies in the concept of an oath associated with Hippocrates. While this has been variously interpreted throughout time and in different regions of the world there remains a sense that a doctor has an effective commitment to core values and attitudes in the practice of the profession of Medicine. In all countries Medicine is now a highly regulated profession. In many countries regulation is a direct Government responsibility through a Ministry, in others, a legally recognised and publicly responsible professional body is the regulatory authority. There are also supra national regulations in the field of medicine such as the EEC Council Directive 93/16/EEC of 5 April 1993 to faci litate the free movement of doctors and the mutual recognition of their dipl omas, certificates and other evidence of formal qualifications and the subsequent Directive 2005/36 /EC of the European Parliament and of the Council of 7 September 2005 on the recognition of p rofessional qualifications.

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http://ec.europa.eu/internal_market/qualifications/ policy_developments/legislation/index_en.htm In all cases the professional regulator specifies the competences which a graduate in Medicine must achieve in order to be licensed to practice Medicine. These competences cover not only knowledge and understanding but also clinical skills and because of the nature of the subject, as recognised by Hippocrates, the values and attitudes which should be manifest in a qualified physician. The way in which learning and teaching is structured in order to enable the Medical graduate to achieve these competences varies considerably. Some countries have sought to standardise curriculum in all their Medical Schools but most countries allow Medical Schools considerable freedom in the way in which they choose to structure the curriculum and assess students, subject to effective internal and external quality assurance. This has fostered the development of a variety of curriculum structures and learning and teaching methodologies. In the past there was a broad division between the pre-clinical two-to-three year basic Sciences (Biomedical Sciences) typically including Anatomy, Physiology, Biochemistry, and subsequent clinical study during which formal teaching was combined with practice-led teaching in clinical settings. More recently a more integrated approach, to the basic Biomedical Sciences and Clinical education and training, has tended to become the norm. Typically Medical education for the primary qualification is six to seven years, the final year normally being a full-time internship in one or more hospital. In some regimes the final formal qualification as a Doctor requires the submission of a research project. Following the award of the basic qualification Doctors who wish to specialise in a branch of medicine are required to undergo further ‘specialist’ training which can last for a number of years. The minimum is normally three years and for most specialties it can be from four to ten or more years. The content and duration of specialist training is also regulated in much the same way as basic medical education. The African Context Medical Education throughout Africa shares many common features but at the same time there are also significant differences arising from the linguistic, historical and geographical contexts in the 55/56 states in the continent of Africa. The World Health Organization has a Regional Office for Africa and the Regional Committee at its meeting in November 2012 published a ‘ Road Map for Scaling Up the Human Resources For Health For Improved Health Service Delivery In The African Region 2012–2025’ http://www.afro.who.int/en/sixty-second-session.html (Document AFR/RC62/7) This ‘Road Map’ identifies issues and challenges faced in the African region: “Of the 46 countries in the region, [not all African countries are represented in the regional office for Africa, the remaining countries are covered by the Regional Office for the East Mediterranean]] 36 have a critical shortage of HRH [Human Resources for Health] with only about 0.8 physicians, nurses and midwives per thousand population; while the minimum acceptable density threshold is 2.3 per thousand population.” There are significant disparities between rural and urban areas “86% of Medical specialists and 63% of general physicians serve mainly in urban areas.” “The region has currently 134 Medical Schools … and trains 6000 Medical Doctors annually.” In order to reach the target of 2.3 health workers per thousand population the Road Map estimates that an additional 600 Medical and Nursing Schools are required. In 2012 The Economist Intelligence Unit published a report: “The Future of Health Care in Africa”. The report stresses the need for Africa to “reassess its health care systems to ensure that they are viable over

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the next decade … while grappling with the uniquely broad range of health care, political and economic challenges … the continent … is confronting multiple epidemiological crises simultaneously. High levels of communicable and parasitic disease are being matched by growing rates of chronic conditions. Although the communicable diseases – malaria, tuberculosis and above all HIV/Aids – are the best known, it is the chronic conditions such as obesity and heart disease that are looming as the greater threat. These are expected to overtake communicable diseases as Africa’s biggest health challenge by 2030”. www.managementthinking.eiu.com Both the Economist Intelligence Unit report and the Road Map of the WHO stress the need for reform while also emphasising the substantial achievements of the region in recent years in tackling such grave health challenges and in striving to meet the Millennium goals. Health care systems and in particular Medical Education in Africa are undergoing reform and modernisation to address the specific needs of individual countries. It should be stressed that the scale of the challenges faced varies significantly between different countries and African regions with an important distinction to be drawn between the challenges in sub-Saharan Africa and those in North Africa. Recognising this distinction the ‘Bill and Melinda Gates Foundation’ has funded a sub-Saharan African Medical Schools Study (SAMSS). “The goal of SAMSS is to increase the level of practical knowledge about Medical Education in sub-Saharan Africa in order to inform educators, policy makers and international donors about the challenges and opportunities for increasing the capacity of African Medical Schools and the retention of their graduates”. http://samss.org/ The ‘Sub-Saharan African Medical Schools Study, Data, Observation and Opportunity’, undertook an in-depth study of ten Medical Schools in different African regions and a wider survey of African Medical Schools., It points out that “Africa suffers 24% of the world’s total burden of disease but has only 3% of the world’s health workforce”. “Sub-Saharan Africa has an estimated 145,000 physicians to serve a population of 820,000.000. As a whole SSA has a physician to population ratio of 18:100,000 as compared to other countries such as India (60:100,000), Brazil (170:100,000) and the United States (270:100,000). Africa’s poorest countries face even greater physician workforce shortages”. The SAMSS identifies fourteen key results which are relevant throughout Africa : General Findings 1) Many countries are prioritizing the scale up of medical education as part of overall health sector strengthening. 2) Physician “brain drain” is a special problem for medical Education 3) Accreditation and quality measurement are important developments for standardizing medical education and physician capabilities Challenges 4) The status of the country’s health system affects medical education and physician retention. 5) Coordination among ministries of education and ministries of health improves medical schools’ ability to increase health workforce capacity 6) Shortages of medical school faculty are endemic and problematic

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7) Problems with infrastructure for medical education are ubiquitous and limiting. 8) Variability in secondary school quality creates challenges in medical school admissions. Innovations 9) Educational planning that focuses on national health needs is improving the ability of medical graduates to meet those needs. 10) International partnerships are an important asset for many medical schools. 11) Impressive curricular innovations are occurring in many schools. 12) Beyond the creation of new knowledge, research is an important instrument for medical school faculty development, retention, and infrastructure strengthening. 13) Private medical schools hold promise for adding to physician capacity development 14) Post-graduate medical education is an important element of a national health system development strategy. Areas of curricular innovation include: “Community-based Education and service oriented learning … including elements … such as ‘family attachment’ in which students follow a patient as part of a family for two or three years, visits to rural homes and health centres where students engage in patient counselling, community and home needs assessment and consultations with schools, local school teachers and small group discussions of community and public health topics…. These innovations address regional needs by teaching problem-solving skills for work in any setting and by taking learning to communities where health needs are greatest. Other advances include the teaching of family medicine and public health and plans for the use of tele-health and distance learning when bandwidth problems can be solved.” Problem-based learning “often incorporated with CBE and rural or service-based learning”. The use of ICT in Medical Education is identified as potentially revolutionising the education in many countries, particularly the use of web-based course tools (Web CT). A key problem area identified by the report is the retention of physicians not only in terms of migration but also what is described as “internal drain and rural distribution”, partly as the result of the incidence of HIV/Aids among healthcare workers and an unwillingness to work in remote rural areas. Informing and overarching the initiatives for reform and development in Medical Education is the commitment of the African Union Commission to the Harmonization Strategy for Higher Education, which is designed to promote more transparency of qualifications and their compatibility in order to improve continent-wide recognition and support intra Africa mobility. The Tuning Approach seeks to support the Harmonisat ion Strategy for Higher Education in Africa. The Medicine Subject Group in its work has been inf ormed by the Harmonization Strategy for African Higher Education, the Tuning approach and t he general and specific context for Medical Education in the different countries and regions of the African Continent.

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Meetings and working methods The Medicine Group met on three occasions in Yaounde, Cameroon in January 2012; in Cape Town, South Africa in May 2012 and in Brussels, Belgium in November 2012. Between the meetings members of the group worked on aspects of the report with colleagues in their own and other Universities in their country, with students, graduates and employers. Drafts of reports were circulated to all members of the group for comment and amendment and were subsequently discussed and agreed in the meetings. During the first two meetings the group also benefitted from the plenary meetings and presentations from and discussion with the other four pilot subject groups. In Brussels a meeting with colleagues from Latin America and international experts from the University of Edinburgh, Scotland provided further insights and topics for discussion. Generic and Specific Competences for Medicine In the first meeting in Yaoundé the group agreed the first draft of the Generic and Subject-Specific Competences for Graduates in Medicine in Africa.(Annex 1)

In preparing this draft, the group wish to acknowledge that they had drawn heavily on the structure, headings and outcomes defined in the Tuning Project (Medicine) - Learning Outcomes/Compe tences for Undergraduate Medical Education 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. http://www.gmcuk.org/education/undergraduate/tomorr ows_doctors.asp . 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 derived from their own experience and knowledge of the teaching and practice of medicine in Africa. 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 the group.

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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 – might vary, 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:

• Take a patient’s history NB: It should be noted that in the original formulation of the group (see annex 1) this is one of the sub set of skills under the overarching core competence – Carry out a consultation with a patient. The group’s view is that it would be appropriate 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.**

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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

Only one group - graduates included

• Provide immediate care of medical emergencies including first aid and resuscitation.

Having analysed 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 to take into account. 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. However, 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.

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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 achievemen t as well as the importance of the competence for the effective practice of medicine. At the same time, academics need to initiate 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.

Defining the Profile of a Medical graduate in Afric a 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. 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 Profe ssional 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

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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 rural and urban contexts in Africa. 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 the skills and competences are essential and interdependent. Consequently 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 attempts 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. Validation and Review of the Meta-profile Members of the group tested the validity of the meta-profile among their colleagues and students. Each of the colleagues who had tested the profile adopted a different approach. In each case the validity of the profile and the associated generic and subject specific competences was discussed. In each case there was a consensus on the profile and the competences. The next stage was to examine to what extent the existing curriculum addressed the profile and the competences and to identify gaps or areas in which achievement was not satisfactory. The Meta-profile Six members of the group conducted a review and evaluation of the elements of the Meta-profile with colleagues and students in their institution. The methods chosen for this review varied between institutions but all of them involved consultation of senior colleagues and students and a comparison with the existing curriculum in order to identify coincidences and differences. In the third meeting in Brussels in November 2012 the reports from the six validation reviews of the Meta-profile and competences were presented and discussed.(See annex 2) As might be expected there is a large element of consensus. Colleagues in different institutions were able to identify with all the features of the Meta-profile, i.e. that they represented characteristics which should be expected from a Medical graduate in Africa. On the other hand, while colleagues were able to identify ways in which these features were addressed in their curriculum, there were elements which it was felt were either not adequately addressed or which were insufficiently emphasised or which were either not assessed or which were inadequately assessed..

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Topics which it was suggested required further consideration included Professionalism, Teamwork, Leadership and Management, Communication. The enquiry also indicated areas in the relevant national curriculum which were felt to be inadequate. The explicit need for basic understanding of the normal structure and function of the body, which relates to the issue in relation to basic Bio-medical Sciences referred to elsewhere ion this report, proved to be a subject of disagreement.. The disagreement centres on whether competence in this field should be explicit or assumed as an integral element of the competences which have been identified. Another area of concern expressed in one of the reviews is the ability to use information and information technology effectively. A key weakness articulated in a number of the reviews was in the evaluation/assessment of the achievement of the characteristics articulated in the Meta-profile and in the subject-specific competences. The interest, in the Meta-profile and the competences, emanating from the six reviews suggested that in each of the countries concerned a more concerted effort should be made to pursue the Tuning methodology. In one country it is proposed that the outputs of the study should be presented to the Higher Education Council and subsequently to the other Medical Schools in the country. In another country where Medical Education has been harmonized it was apparent that elements of the Meta-profile as well as the subject-specific competences may not be covered effectively by the harmonized curriculum. This might arise partly because the curriculum is in a stage of transition and attempting to develop a more holistic approach to the patient, working from a prescriptive to a competence based approach, which is challenging for the academic staff as well as the students. .The validation reviews each endorsed the meta-profile and demonstrated its value. It had enabled the institutions to confirm that they are addressing core aspects of medical education and to identify gaps or areas of weakness in the curriculum or the assessment of core competences. Three shared areas of concern are:

• ‘Management’ as a core competence.

The reviews highlighted this as a serious area of curriculum and assessment weakness, which would need to be addressed. There was unanimity about the importance of this core competence stemming from the emphasis on Primary Medical care and from the fact that many graduates are expected on graduation to manage a health centre in a rural environment.. It was considered to be effectively represented in both the generic and subject-specific competences as revised following the discussion. In particular, generic competence

6 Leadership Management and Teamwork Skills and the subject-specific competence 13 Work Effectively as a Professional – Capacity for management, organisation and planning (including time management).

• Applied knowledge and understanding of the basic Bio-medical Sciences.

This topic arose both in the subject group meeting and in the meeting with colleagues from Latin America and the UK. In essence there was no fundamental disagreement between the two schools of thought. One view was that the basic Bio-medical Sciences were effectively integrated in the specific competences and informed learning and teaching at all stages; the other school considered that there should be an explicit recognition within the specific subject competences of basic Bio-medical Sciences. At the end of the discussion it was resolved to leave the competences as previously agreed. Although basic Bio-medical Sciences are perceived to be vital in developing the core competences, there is a great difficulty in some countries because of a lack of staff to teach these subjects.

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• The significance of specific language competences in communication.

Communication in most African countries can pose a serious problem because of the multiplicity of languages and the need to translate key medical terms into the mother tongue. It was suggested that the formulation of the competence to communicate effectively and sensitively in a Medical context should refer explicitly to the need to be able to communicate in the mother-tongue of the patient.

While, sympathetic to this view, the colleagues recognised the practical challenges for countries where there are multiple official languages and/or multiple languages spoken by large segments of the community making it difficult to acquire and require fluency in the relevant language in communication with the patient. Nevertheless, the competence ‘to communicate effectively and sensitively in a Medical context’ is perceived as core competence which needs to be addressed in the formation of a Medical graduate. Meeting with Colleagues from Latin America and the UK The Medicine Subject Group in Latin America had used the Tuning approach to identify competences in Medicine for Latin America. In its first iteration it defined 63 competences which were subsequently reduced to eight core competences. Following the success of the first stage of the Latin American project it had been realised that an essential building block for developing the new curriculum was a common credit system based on workload and learning outcomes. A key difference identified between the Latin American profile and competences was the absence of an explicit reference in the Latin American version to Professionalism. In discussion, colleagues from the UK suggested that it would be valuable to seek to develop a convergence and agreement on top level reference points which would probably require an agreement on a common language of terminology. Commenting on the competences specified by African colleagues, the two experts from the UK felt that it would be appropriate to include a specific reference to basic Bio-medical Sciences and to research - applied research and research based education. The need for social accountability should also be mentioned explicitly. It is evident that there is a good deal of agreement between the Latin American, the European and the African approach, although the absence of a reference to Bio-Medical Science in the African description is seen to be an area of divergence which might be covered by the competence – ability to apply Biomedical Science in patient care. It was agreed that it would be valuable to have further international meetings on the Tuning approach with the objective of seeking to develop a global Meta-profile. Variety of Assessment Methods Appropriate in Medici ne In a brainstorming session, colleagues identified a range of assessment methodologies which are appropriate to assess the generic and core competences: practical clinical assessment, written examinations, oral examinations, continuous assessment, teamwork projects, internships, placements, portfolio assessment, reflective learning journals, simulation, role playing, group role playing, journal clubs, observation, video analysis and debriefing, mini-conferences and

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seminars, IT projects individual and group, peer assessment, formative and summative. This represents a limited list which would require more detailed discussion and linking with the core competences and the level of achievement to be expected at each stage of a student’s education. Next Steps The next steps of the project should be to attempt to develop a model curriculum and associated assessment based on the Meta-profile and the generic and subject-specific competences. A template for developing the curriculum to incorporate the characteristics of the Meta-profile and the generic and core competences was suggested (see below). The group recognised that in the planning and development of new curricula it would be a great advantage to develop a common African Credit System and consider that this should be a priority. Such a system would be valuable for students, academic staff, institutions, countries and for the realisation of the African Harmonisation Strategy. National, Regional and Africa wide Validation and I mplementation Conclusion The synergies and advantages of a trans-national group of academics working together have been demonstrated by this pilot project. The validation which has been conducted by members of the group confirms that the profile of competences represent a desired objective for graduates from African Medical Schools and should be more widely disseminated at a national and regional level. The group confirms that the definition of the Meta-profile, the generic and subject-specific competences outlined in this report, represent a basis for evaluating the extent to which the current curricula in African Medical Schools equips Medical graduates with the characteristics of the Meta-profile and the generic and subject-specific competences defined in the report Africa has considerable strengths. Many of the institutions are young and consequently untrammelled by tradition. There is a hunger for knowledge; a demand for Medical graduates; there are challenging needs represented by the numbers of patients and the range of disease. There is a commitment to health reform, development and governance, coupled with, in many areas, growing economic development and a strong will to change. Potential weaknesses or threats lie in an innate conservatism, often among more senior colleagues; a lack of motivation for change which requires re-skilling and resource; a lack of resource in terms of personnel funding and equipment; political instability and change; the rapid growth in the number of students and a poor staff-student ratio; poor overall management; a lack of staff development and training, a lack of high-level ICT facilities; low mobility. Opportunities are offered by the Harmonization Strategy; the Tuning Project; the WHO Road Map; other projects and budgets for cooperation; a will to change particularly among young staff; the development of good leaders; social demand and community expectation; regional and international reform movements; commitment at senior management level to quality enhancement including external evaluation and accreditation; the incentives of internationalization and shifting paradigms.

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Recommendations The Medicine group recommend: That the Tuning Meta-profile and generic and subject-specific competences should be compared with the current curriculum and practice at an institutional level to identify ways in which a new, reformed curriculum could be developed, improved and appropriately assessed.. That arising from this a national change strategy should be initiated through organisations such as the Higher Education Council, National Conferences of Deans of Medical Schools to champion and disseminate the Tuning approach. That Regional conferences should receive national reports and best practice case studies. That at a pan African level contact should be established with key organisations such as the African Medical Schools Association, The Sub-Saharan African Medical School Study, the WHO Regional Office for Africa, the World Federation for Medical Education That students and graduates should be involved and contribute to the development of new curricula at national, regional and pan African levels. That in order to develop a more transparent and compatible curriculum for recognition an agreed, shared African Credit System based on workload and learning outcomes is essential. To this end the Medicine group wishes to work with colleagues in the four other pilot subject areas to develop the basis for an African Credit System , which could be tested and evaluated in the 60 Universities represented in the pilot project. That recognising that the Tuning approach, the Meta-profile and the generic and subject competences provide a framework for a detailed African medical curriculum the project should rapidly be expanded to the next stage to develop a full medical curriculum designed to provide the competences which have been defined and develop a wide-range of innovative and appropriate forms of assessment to demonstrate the achievements of the competences. That the existing group should be augmented by a further ten colleagues representing different countries in order to enhance the acceptability of the outcomes and to facilitate the widest possible dissemination. Annex 1 Harmonisation and Tuning in Africa Generic and Specific Competences for Graduates in Medicine in Africa This is the first draft of the Generic and Specific competences for Graduates in Medicine in A frica 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 Ou tcomes/Competences for Undergraduate Medical Education in Europe [ Cumming AD, Ross MT (2008) The Tuning Project (medicine) The University of Edinburgh. Available online: 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 both of which informed their discussion - http://www.gmcuk.org/education/undergraduate/tomorr ows_doctors.asp . 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 investigat ions, 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;

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

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• 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; • 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;

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• 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 management, 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

Annex 2 Institutional Reviews and Validation of the Meta-Pr ofile and Generic and Subject Specific Competences Report of the University of Cape Town: J. E. Ramesa r This report was prepared after interviews with seven staff members at the University of Cape Town. The interviews were conducted after the staff had an opportunity to read through the document prepared after the second meeting held in Cape Town. They were asked to look carefully at the generic and specific competencies. They were then asked to identify the coincidences and highlight any differences between the Meta Profile and their experiences of the MBCHB profile at UCT. The attributes and profile of a medical graduate at UCT is shown below. � Professionalism and responsibility � Clinical knowledge and skills, including diagnosis and interventions � A holistic approach to medicine and health � Ethics and human rights � Primary health care approach2 � Patient-centred care � Cognitive, technical and intellectual skills � The South African context of health and health care � Communication � Life-long learning (LLL), self-directed learning (SDL) and evidence based medicine (EBM) � Public health Coincidences with the Meta Profile Clinical expertise and knowledge The students at UCT are exposed at an early stage to clinical skills and interactions with patients to prepare them for clinical medicine in their later years. This develops a strong foundation of clinical experience, reasoning and knowledge and promotes confidence. A community and environmental health focus

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The students are placed at an early stage in the district health platform for their teaching and learning. They are exposed to all sectors and levels of healthcare from year 1. There is also a strong primary health care focus to orientate students to community health care needs. Effective and sensitive communication The students spend a lot of time learning clinical skills such as bedside manners, language (two additional African languages) and communication. They have tutorials on the empathic doctor and this is promoted throughout their studies. Engagement in a learning journey-Continuing Profess ional Development There are several mechanisms in place to promote self-directed and lifelong learning in students such as a spiral of learning, time for self –study, early exposure to research and problem based learning. These allow the students to discover the art of learning for themselves but maintaining the necessary guidance. Adaptability to ICT and new technology The students engage in new innovative technologies and make use of these throughout their studies. Many do not come from a background where these resources are available and working with them is already a adaptation. Also the technologies change through time ad environment and students still show proficiency in using them implying that they engage with new technologies and learn as necessary Differences with the Meta Profile Professionalism There are certain aspects of professionalism that are well taught and promoted such as the ability to lead, solve problems, make decisions, organise and plan. However, there are more subtle tacit qualities of professionalism that are not necessarily addressed such as attitudes, recognising their limitations and their discourse with other health care workers and professionals at all levels. Students are expected to implicitly learn these values by observing role models or other professionals but there are no guidelines or explicit teaching to clarify this for them. It may be difficult to find ways of teaching and assessing these qualities and this may be the reason for this deficit. Team work leadership and management Students are able to manage medical situations well but there is no training on the management of situations in the workplace. Our graduates do not know theirs rights in the workplace nor that of their subordinates, nor are they trained in conflict management. The latter is an important skill that is applicable to every work setting. It was felt that not all students were trained in leadership and that leadership was a competency that was acquired through self- directed voluntary activities. Staff consulted Dr Nawaal Davids: Department of Clinical Laboratory Sciences Dr Charles Slater: Department of Human Biology Dr Judy King: Division of Chemical Pathology Dr Rachel Weiss: Department of Clinical Skills Dr Feroza Amien: Department of Public Health Dr Jane Yeats: Department of Clinical Laboratory Sciences Ms Linley Holmes: Department of Clinical Skills Conclusion Most of the academics that were interviewed agreed that there was a lot of similarity between the Meta profile and the graduate profile at UCT. There was agreement that most of the elements were well covered by the degree at UCT. The two key elements that everyone agreed that was not adequately

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covered in the degree at our university was professionalism and leadership and management. It was proposed that demonstrating self -governance and responsibility as well as an understanding around medico-legal responsibility was another element that should be included in the profile at UCT. J.E.Ramesar Report of the Suez Canal University: Ahmed El-Gohar y, M.D. Ismailia-Egypt 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 :

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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. 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, Y= yes N= No ?= not assessed

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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 • Working in NGOs

?

15. Recognition of personal limitations Y Family medicine Clinical training

• Exams • Checklists

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SUBJECT SPECIFIC COMPETENCE

Report of the Université d’Alger 1 Faculté de Médecine d’Alger : Comparaison méta-profil de Cap Town /méta-profil Al ger M. BENALI ABDALLAH – Professeur en Réanimation Médi cale à l’Université d’Alger. Vice Recteur chargé des Relations Extérieures . Uni versité d’Alger 1 Coordinateur du projet Tuning/Afrique/UE Médecine F. MERAD – Professeur en Chirurgie Digestive à l’U niversité d’Alger . Expert consultant Projets de recherches :Vice rectorat des relations extérieures Université d’Alger 1 Rapport

SUBJECT SPECIFIC COMPETENCE

DEVELOPE

D BY UNIVERSITY DEGREE

HOW HOW IT IS

ASSESSED

4. ‘Prescribe drugs clearly and accurately, explain pote ntial 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 health an d 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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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

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méta-profil de référence. 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 :

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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 » 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) 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

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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).

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 général 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.

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- 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 entreprendre dans l’avenir . Rapport établi par Pr Abdelhaq ALAOUI YAZIDI Doyen de la Faculté de Médecine de Marrakech (Unive rsité Cadi Ayyad)

Tâche : Comparaison entre le méta profil déterminé à la réunion de Cap Town, (15-17 mai 2012) et celui

des études à la Faculté de médecine de Marrakech (université Cadi Ayyad) 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

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- 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.

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

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- 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. - 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 4. 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.

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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. Le 01 novembre 2012 Pr Abdelhaq ALAOUI YAZIDI Report of Mekelle University - Ethiopia 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

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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 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. Final Report of Teacher Education TUNING AFRICA: TEACHER EDUCATION REPORT

1. Introduction “The African Union has a vision of an integrated, peaceful and a prosperous Africa driven by its own people to take its rightful place in the global community and the knowledge economy. This vision is predicated on the development of Africa’s human resources. Education is the chief means by which Africa’s citizenry are prepared for their respective roles in the attainment of this vision.” (Second Decade of Education for Africa (2006-2015), Draft Plan, June 2006) The paper by Hoosen, Butcher & Njenga (2009), together with the presentations that Njenga has made at all the major meetings organised for the pilot phase of the Tuning Africa Project, provide the broader African context within which the Tuning Africa project is located. The authors clearly indicate that it is in

‘pursuit of the vision of an integrated Africa, (that) the African Union Commission (AUC) has embarked on developing a strategy for harmonization of Higher Education Programmes (HEP) in Africa in order to foster cooperation in information exchange, harmonization of procedures and policies, and attainment of comparability of qualifications, in order to facilitate mobility of Africans across African countries for employment and further study’ (Hoosen, Butcher & Njenga, 2009)

The AU HEP Harmonization Strategy is part of the plan to revitalise and a number in a number of targeted areas: access, the embedding of African values into higher education; the intra-African collaboration for vibrant, influential higher education space; relevance and responsiveness to industry and social sector; production and retention of quality intellectual capital; differentiation and specialisation at continental level as well as the enhanced attractiveness of African higher education. Through the Feasibility Study on the Relevance of a Tuning Approach in Higher Education for Africa (2010) a clear link was created between what the Tuning methodology had been able to achieve in other countries where reform of HE was underway, and AUC’s harmonisation strategy, thus validating the adoption of Tuning as an instrument to help to achieve the African harmonisation strategy. When the feasibility study report was validated Teacher Education was chosen as one of the four subject areas considered as a priority across the 5 regions of Africa. The Feasibility Study reports a number of reasons why teacher education has to be considered to be among this list. It notes that teacher development is one of the areas of focus for a number of countries in Africa, specifically because of its role in driving the broader socio-economic development of the continent. For example, teacher development features in the COMEDAF agreements as part of the areas of focus; the revitalization TVET provision in ECOWAS countries puts teacher education high on their agenda. In South Africa, the National Review of Academic and Professional Programmes in Education (2010) reported that the area of Teacher Education was chosen because of the ‘fundamental role that basic education plays and the national schooling system has in the development of a democratic society’. Furthermore, given the AUC’s vision of shared African values to drive an integrated, peaceful and a prosperous Africa, Teacher Education is an important area to avail a platform from which useful conversations have to occur across the continent towards such an ideal. If one has to agree with Bruno KaimwaManeno (2011) that during the two last decades or so, Africa has been ‘a theatre of conflicts’ it is

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not surprising that ‘ubuntu’ featured strongly in the discussions that ensued throughout the pilot project, in and out of the Teacher Education subject group. A standing question within the pilot project participants developed: can Ubuntu be adopted as a philosophy to support shared values across the continent? Desmond Tutu, the chair of the TRC (Truth and Reconciliation Council) in South Africa translated the Ubuntu philosophy as a methodology for reconciliation. In Tutu (1999) he defines Ubuntu in this way: A person with Ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, based from a proper self-assurance that comes from knowing that he or she belongs in a greater whole and is diminished when others are humiliated or diminished, when others are tortured or oppressed. The philosophy stems from an African idiom that says ‘A person is a person because of others’ or ‘I am because of others’.

2. Context

1. Some thoughts concerning education and moderniza tion The changes of social affairs currently taking place in many countries in Africa are of a scope and intensity that we have never experienced before. This is currently of high relevance in many north African countries such as Egypt where events are being shaped by the complex processes known as the Arab Spring. The search for an understanding of the essence of these changes is compelling, for failure may lead to catastrophe. The issue of modernization as a general term describing the processes of rapid change in our lives as well as denoting the quality of the contemporary society we are seeking, has become central to the heavily controversial debates taking place. Within the past three generations modernity has been seen to come from the apparently rather advanced countries (in the north hemisphere) to the less advanced (in the southern hemisphere). The words Europeanization and Westernization are employed excessively in that general sense. However, the revolution in science has no doubt fostered the most dramatic changes in man's life, in addition to the application of science to the practical affairs of man in terms of technology. Here lies the paradox: how one should reconcile these changes with the intellectual, cultural, political, and economic aspects of life. The challenges facing modernization are profound and painful: how can we seek modernization while the population is already growing faster than the production? How can we speak about modernization in a society where illiteracy is rapidly increasing? , and how can we cheer modernization while the social status of women is questionable? The conflict between tradition and modernity causes what came to be known as the agony of modernization: if it is creative in some respects, one might argue that it is highly destructive others. The desire to be modern, the opponents claim, has often led to the glorification of the transitory and to the frequent rejection of the fundamental values and traditions we cherished the most.

2. The African learner and the African context, the unique nature of the African learner

In considering reforms in Teacher Education we must begin by putting the learners first. What characterizes the African learners and the conditions in which they are learning? One common aphorism is that ‘the African child is seen and not heard’; in the classroom the African child rarely asked questions, rarely argued with the adult, (and all teachers were adults), rarely questioned authority and rarely sought for explanations. Teacher Education Programmes in Africa somehow reinforced this position and in spite of the theories of individual differences, individualized instruction, participatory learning, mastery learning etc., most African teachers regarded the child as a ‘tabula rasa’, seeing the child as a clean slate onto which anything could be written or as an empty gourd into which water should be poured. This was by and large a ‘banking’ approach to teaching, the teacher merely

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depositing knowledge in the child. Banking education is domesticating if not indoctrinating; regarding children as passive listeners, restricted in the classroom to only taking orders rather than negotiating meanings by means of asking questions, exploring ideas and postulations and collaboratively and collectively producing knowledge. (see Tessema, 2006; Freire, 1984). These perceptions are changing. The African child today is both seen and heard. “Education during the colonial era had its specific mission and teachers were trained to respond to that mission. Today there are new expectations for education where the focus is on having teachers be visionary leaders to ensure sustainable education. The paradigm shift is from teacher dominated classroom practices to that of partnership between the teacher and the learners and their peers”, (Tchombe, 2010). Further, the paradigm shift calls for a classroom “where the learner is seen as an active, socially constructed agent and learning and literacy as creative activities through which learners can begin to analyze and interpret their own lived experiences, make connections between these experiences and those of others, and in the process, extend both consciousness and understanding” (Tessema, 2006). Teacher Education Programmes should thus take these changes in the socio-political and socio-cultural milieu, and this paradigm shift into consideration. Unfortunately, the African context in many schools goes beyond philosophy. It is, among other things, a context where there are scant facilities, no text books, little developed infrastructure, no internet connectivity and even no computers for the children to use in learning and exploring the world. What constitutes the African context in many cases in the rural areas is a situation where children study under the shade of trees since there are no classrooms; and where there are classrooms, children have to sit on bare floors since there is no furniture. Furthermore, the context may be a classroom where the language of education is foreign to the child and where the child has to grapple with mastering a different language as s/he struggles to master the subject matter. In many countries, it is a context where classrooms are over-populated and over-crowded and in some, due to the hostile terrain, it is a context where teachers alternate the days of the week they come to school. In addition, what constitutes the African context in most cases is a situation where the child does not receive any academic support at home because neither parent has the education or means to support the school learning at home. Put together, a large proportion of African children learn under very difficult conditions and yet because of their zeal to learn, because parents emphasise to them that education is the key to the future, and because the African believes in the power of education, the children, no matter the circumstances, learn and in many cases, learn well. Should the same child not have the best trained teachers? An African belief states that ‘parents give birth to the bodies of their children but not always to their character’. Having given birth to the bodies, parents join with society to birth the character. This is why among other things, traditional indigenous African education believed strongly in character training, in the use of the hand as well as the head and in utilitarian nature of education and training. The African context is a communal context where things are done together, created together and shared together. This should be reflected in our teacher education progammes. The challenge here is how do we do this? How do we translate it into the curriculum, remembering that with the computer and the internet in the classroom, “the role of the teacher in the classroom has shifted from the primary role of information giver to that of facilitator, guide, and co-learner. As a facilitator, the teacher provides the rich environments and learning experiences needed for collaborative study. The teacher also is required to act as a guide--a role that incorporates mediation, modeling, and coaching. Often the teacher also is a co-learner and co-investigator with the students. The teacher in this context will dramatically change the

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so called African context in the school learning environment”. http://www.ncrel.org/sdrs/engaged.htm

3. The Structure of Teacher Education Teacher education programmes in Africa are very diverse. Before the establishment of regulatory bodies in some countries, each Teachers College seemed to be doing her own thing her own way under the auspices of the proprietor. Even within countries, great diversity was noticeable as teacher education developed. For example, in Nigeria, there used to be: Grade III Teachers Colleges

Grade II Teachers Colleges

Advanced Teachers Colleges

Colleges of Education

Institutes of Education

National Teachers Institute

Faculties of Education in universities

Today, the Grade III and Grade II as well as Advanced Teachers Colleges have been phased out in Nigeria. The lowest teaching qualification today is the Nigeria Certificate in Education, NCE, obtained from Colleges of Education. All teachers in the senior secondary schools, are degree holders. A similar process of reform can be seen across Africa, where the number of levels of institution has decreased as countries strive to create an all graduate teaching force. (See Appendix 1: Teaching Qualifications in Africa) The following table is a summary of a short audit conducted in the group to sketch different aspects of comparison for teacher education across a number of countries, and it shows the commonalities in structure that have developed from the former complexities.

Country Length(in years) Exit Level Varieties/Specialisation Credit Total Namibia 4 8/Honours 1 bachelor degree with 3

specialisations: • Pre and lower primary • upper primary and

secondary • Adult education

• 480 • 120 per year • (1 credit 10

notional hour)

Zimbabwe 2 yrs in the university 3 yrs in the primary colleges 2yrs in secondary colleges

Undergrad 1 degree with many: • ECE • Primary • Curriculum and arts

education • Maths and science

education • Adult education • Admin • Tech education • Teacher education

• 360 • 240 in university

and 120 from colleges (3. 15 course units 60 contact teaching hours per semester)

Uganda in Makerere

3 Undergrad BA(Ed) and BSc(Ed)= sec, BEd (prerequisite diploma) for Sec and

• 120: BA(Ed) 3 years

• 160: BSc(Ed) 4 yrs

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Prim/arts and science • 40 per year Nigeria 3 BSc Ed

4 Ba Ed Undergrad • BSc Ed

• BA Ed: Agric, Biology, Chem, Physics, Intergrated science, Compuer Science, Mathematics, Business Ed, ECE, Primary, English, French

• 90 BSc Ed • 120 BA Ed • 30 per year

Mozambique

4 Honours Education: Chem, Bio, Physics, Mathematics, Language (Portuguese, French and English, Bantu); 3 spec in Psyc, Environmental ed, organi and management ed, ECE

• 240 • 60 per year • 1 credit= 60 hours

Tanzania 3 Undergrad • BEd • BA Ed • BSc Ed • BusEd- Curr and

instruction, adult ed, and distance ed, policy planning and admin, psych and special needs, core: foundations of ED

• 360 • 120 per year

Egypt 4 Undergrad • BEd and science • BEd and arts for Prim

and Sec, with science subjects and languages, social studies, library, ECE, school management and admin

120

Somalia 4 Undergrad • BEd in Arabic Language, social science, math and Physics, Biology and Chem for Prim and Sec

• 168 • 42 per year

Ethiopia 3 Undergrad • BAEd • BScEd: ed planning

and management, vocational ed

• 120 • 40 per year

South Africa: UWC

4 • BEd • BEdHouno

urs

: Psychology, Post grad Diploma after a Bachelor

• 480 • 120 per year • 1 credit =10 hours

Gabon • 3 for primary Undergrad: train of trainers, • 180: primary and

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and secondary

• 5 high school

diploma counselling, various subject areas, and languages

secondary • 300: high school • 60 per year

Cameroon: Buea

3 Undergrad Curr studies and all school subjects, Ed Psyc, Ed foundations and admin, nursery and primary

• 180 • 60 per year • 1 credit = 10 hours

d. The Content of Teacher Education Programmes: Co mpetences Typically in the past the emphasis in designing teacher Education programmes was on the subject content: knowledge of the subject(s) to be taught, and basic educational theories related to psychology of education, methodology and so on. However, Teacher Education programmes have always had to have a practical element as well, since the outcomes of learning would have to be a person who not only knew, but could also do. The notion of a competence-based approach to Teacher Education is not new and has been in use in teacher education in a number of countries for some considerable time. It has, however, often led to exaggeratedly long lists of competences to be achieved by the trainees. Coolahan (2007) has argued in his review of EU and OECD policy on Teacher Education that, depending on the mode devised, the competency approach can be ‘professionally positive and benign’ or it can be of a narrow, ‘check-list’ character and be ‘professionally malign’.

4. Competences in Tuning

In Tuning two different sets of competences are the focus. Firstly, groups try to identify competences which would be expected of any graduate in any subject area, and which are considered important by other academics, employers, students and graduates. These are competences such as the capacity to learn, the capacity for analysis and synthesis, etc., which are common to all or most degrees. In a changing society these generic competences are very important because they can give students greater flexibility when seeking employment. Secondly, the groups examine those competences which are subject-area related. These are intimately related to specific knowledge of a field of study. These subject specific competences give identity and consistency to the particular degree programmes, and link it to the world of professional practice. Thinking on competences has evolved in conceptual terms in higher education in the last two decades, particularly with regard to generic competences, largely as a result of demands to make graduates better equipped for the - rapidly changing - world of work. The nomenclature has evolved over time, including the terms Personal Transferable Skills (Drummond et al. 1998), Core and Generic Skills (Bennett, Dunne & Carré, 1999), Generic Capabilities (Bowden and Marton, 2000), Graduate Capability Development (Kift, 2002), Graduate Attributes Movement (Chanock, 2003), Graduate Skills (Chanock, 2004) and Generic Graduate Attributes (Barrie, 2005, 2006, 2007). Gairín and García-San-Pedro (2010) understand competence as the ability to successfully address the demands of contexts of uncertainty, the product of an original and global act by the person (learning) that integrates their person and their knowledge. They agree that specific differences for their formulation in the context of higher education would assume the four traits proposed by Bowden and Marton (2002): they would a) be agreed by a ‘university community’; b) be developed during the time at university; c) transcend disciplinary knowledge; and d) prepare graduates as ‘agents for the social good in an uncertain future’. They point out that competence is a construct that brings together knowledge, skills and public and private behaviour. In this way the term competence is a

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more encompassing one than skills. It is a construct that brings together the content of a subject and the outcomes into the world of real life. Many programmes in Teacher Education have used – and indeed many still use - the term Learning Objectives in their course design, particularly since this term was frequently used in school based learning. Objectives are sometimes confused with competences. To remove this possible confusion, Tuning distinguishes between learning outcomes and competences. The intended learning outcomes of a programme or unit of learning are formulated by academic staff. They may also be informed by the input of internal and external stakeholders, including - ideally – student representatives, but essentially they are what academics intend the students to learn. Learning outcomes are thus statements of what the teacher intends that the learner know, do, understand and be able to demonstrate after the completion of learning. Competences, on the other hand, are developed by students during the process of learning and represent a dynamic combination of knowledge, understanding, and skills and abilities that the student builds on and develops during a period of study. Fostering competences is the object of educational programmes. Competences will be developed over the course of a number of units and assessed at different stages. A competence or a set of competences means that a person can accomplish a certain knowledge-based skill or set of skills to perform a task at a particular level of achievement. Competences can be developed and assessed. This means that, normally, persons do not either possess or lack a competence in absolute terms, but command it to a certain level, so that the level of achievement can be placed on a continuum and can be developed through practice and education. The important point for curriculum planning is that both learning outcomes and competences are accessible to assessment. The notion of competence is a useful grouping of capabilities and capacities that students acquire or develop during a programme into a number of broad sets. They are useful because loosely described, since then the staff on a programme can use them as ‘reference points’ in curriculum design.

5. Defining Competences For Teacher Education In Af rica

The process of defining competences within the context of Teacher Education in Africa was inspired by the words from Nelson Mandela: “Education is the most powerful weapon which you can use to change the world”. With these words, the Teacher Education subject area group, believe that the teachers have a greater responsibility: to serve as agents of change. In this regard, in the process of defining the generic competences, the following questions were born in mind: (i) what change is needed in Africa? (ii) What change do teachers need to mediate? There are at least two areas where change is greatly needed in the continent:

• For socio-economic development and growth, with a precise focus on fighting poverty; and • For conflict resolution and reconciliation for sustainable and peaceful living environments across

the continent.

The process of defining the generic competences started by painting the contextual landscape of the 14 universities represented in the group, After the description of the contextual landscape an exercise aimed at defining components of the Teacher Education Bachelor degree was carried out and resulted into eleven core components as indicated below:

1. Subject content 2. Educational Theory 3. Methodology 4. Practice 5. Assessment 6. Planning 7. Values and ethics

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8. Communication and ICTs 9. Health and safety 10. Research 11. Quality Assurance

From this a list of 17 key competences was identified:

1. Subject knowledge /understanding the discipline 2. Applying ICTs 3. Developing resources and instructional materials 4. Critical thinking, problem solving, creativity, reflection 5. Ability to assess and evaluate, including self and others 6. Counsel, guide and resolve conflict (peace education) for complex situation 7. Interpret curriculum documents, information and sources, and see them as a roadmap 8. Project management 9. Be able to choose, use and design innovative teaching and learning strategies 10. Be able to research (observe, describe, analyze, …) 11. Understand and apply policies and regulations 12. Ability to identify and deal with students with special needs, gifted and otherwise 13. Ability to work in a team 14. Professionalism, ethics and values: ability to understand and abide by the ethics and values of

the teaching profession 15. Ability to become a lifelong learner 16. Ability to develop competencies for employability in students (ability to enhance employability

in one’s own profession) 17. Ability to inspire self confidence in the learners

6. Defining Subject Specific Competences In Teacher Education

These 17 competences were seen to be grouped into four broad areas, each area with an expanded definition:

A. Competences related to Knowledge

Understanding of

1. The subject(s) to be taught 2. The underlying principles of the foundations of education 3. Pedagogical knowledge of specific subject areas 4. The local and international social, political, economic, cultural and environmental contexts of

education 5. National and institutional policies relating to education 6. The language(s) of instruction

B. Competences related to Educational Practice and Skills

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Ability to

1. Develop schemes of work and teaching plans 2. Select, adapt and use appropriate teaching methods and learning activities 3. Use a range of assessment skills to set, mark and grade learners’ achievement 4. Develop and use teaching, learning and assessment materials, including appropriate ICTs 5. Identify and attend to learners’ needs 6. Manage learners both inside and outside formal classroom contexts 7. Develop own and learners’ entrepreneurial skills 8. Create conducive learning environments that encourage learning 9. Use language appropriately in the classroom and in the subject 10. Conceptualize, analyze situations to solve problems 11. Participate in basic educational research 12. Manage time effectively 13. Critically reflect on their work to improve practice 14. Adapt to change

C. Competences related to Values and Ethics

Ability to

1. Care for and support the well-being of all learners 2. Respect socio-cultural diversities (religious; ethnic; linguistic; gender; economic etc) 3. Adhere to the rules and regulations of the profession and institution 4. Maintain equity and fairness among learners and promote inclusive education 5. Continuously upgrade their own knowledge and skills 6. Be a role model 7. Inspire self confidence and appreciation of cultural heritage in learners

D. Interpersonal competences

Ability to

1. Be sensitive to the feelings of others 2. Collaborate and network with others, including peers, head teachers; professional groups;

parents 3. Communicate effectively with different audiences and using appropriate tools, including ICTs,

and relevant forms of discourse 4. Lead and manage groups

7. Defining Generic Competences

The process of defining the generic competencies started with the question of ´what the generic competences do graduates from African higher education need to acquire?’ All five groups worked separately to define what they saw as the profile of a typical graduate, and then they reached consensus on a final list of 18 competences as indicated below. The reaching of consensus was not problematic, with only one or two items demanding lengthier discussion and elaboration.

1. Ability for conceptual thinking, analysis and synthesis

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

3. Capacity for critical evaluation and self awareness 4. Ability to translate knowledge into practice 5. Objective decision making and practical cost effective problem solving 6. Capacity to use innovative and appropriate technologies 7. Ability to communicate effectively in official/national and local language(s) 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, entrepreneurship spirit and skills 18. Commitment to preserve African identity and cultural heritage

8. Consultation And Reflection

In order to validate lists of competences that had eveolved from the work of the Tuning Groups, it was necessary to consult with an appropriately drawn up sample of interested parties. In the context and process of the pilot African tuning project, four such groups of informants were consulted, all key stakeholders in higher education . Informants were asked to rate the importance of the competences, and the level to which they were seen to were achieved during the programme of study.

Each participant consulted at least 30 each of four groups of people for the subject area: Graduates who have satisfactorily completed a full programme of studies/degree programme and have been taught at the university, and who have received a corresponding qualification; Employers who employ university graduates, and people and/or organisations which, although not currently employers of such graduates, appear to have relevant jobs for them; Academics who teach the subject area; Students in the last two years of a degree programme at university or who have finished their studies and are waiting to graduate

The consultation was done through an on-line Questionnaire. This format was very practical in those cases where project participants/assistants have e-mail addresses for those to be consulted. (This option was more applicable for academics and students). Where email addresses were not available, an alternative approach was to have a face-to-face meeting with group of persons (e.g., employers) invited to a talk on the Tuning Africa Project and on its importance for the education system. Having set out the aims and characteristics of the survey, the questionnaire were handed out in print format among the participants. The procedure facilitated information gathering, given that the explanatory talk and information-gathering could be completed in just a short time.

9. Results of the Consultation Of a total of 4323 respondents to the consultation for all of the Subject Areas, students were the highest number at 1304, and 1130 academics, 1051 graduates and 838 employers. In most Tuning projects the number of employers has tended to be lower, largely because of time and access problems.

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Across the five subject areas participation was the highest from Agriculture and Teacher Education. Subject area # of Respondents Education 288 Agriculture 258 Medicine 130 Mechanical Engineering 129 Civil Engineering 105 This begged the question whether the data was not skewed because of the large responses from Education and Agriculture subject groups. Some responses might have been affected by the changing order in the tables where some tables present data from the highest to the lowest whereas others present it from the lowest to the highest. How some of the questions were worded and sense the possible meanings they could have generated need to be explored more fully in the next phase. The data produced here is however important in that it could lead at some levels to a more qualitative analysis at individual institutions and countries. Participants can them share analysis of such further work and implications continuing work. For example, there are emerging questions that need to be answered. One of these questions related to teaching practice: what is taught at university level may not be implemented - how does the practical teaching element of teacher education impact implementation? Another question has to do with the expressed gap between importance and achievement? What special interventions should be put in place to lessen the gap? The wording and translation of questions could have been a barrier. The use of the questionnaires for consultation yielded a lot of positive interest across institutions and their internal units. It has to be noted that delays in questionnaires caused a significant amount of anxiety. In the Teacher Education subject group a gap was noted between perceptions of importance and achievement among all four stakeholder groups’ ratings. They all agreed on the generic competence that was ranked the highest. Stakeholder group

Generic competence Importance Achievement

Employers Ability to translate knowledge into practice 3.69 2.73 Academics Ability to translate knowledge into practice 3.76 2.80 Graduates Ability to translate knowledge into practice 3.68 2.81 Students Ability to translate knowledge into practice 3.63 2.79 Ability for conceptual thinking, analysis and synthesis was ranked as second by all the stakeholder groups. Students expressed the biggest gap between importance and achievement as they rated only 8 competences above 3.5 for importance. The other groups rated 15, 14 and 13 competences above 3.5 for importance (employers, academics and graduates respectively). The contrast between Europe and Africa in terms of the bottom five was also noted: diversity (in Europe) and environment (in Africa). For teacher education as an area, common competences in the top 5 are the subject to be taught (subject knowledge, subject pedagogy and methodology/design). Common competences in the bottom 5 are ‘the local and international social, political, economic, cultural and environmental contexts of education; and ‘develop own and learners’ entrepreneurial skills’. The Teacher Education SAG proposed that the list for specific competences in their subject group needed to be reduced from 31-26. It was interesting to note that entrepreneurship was rated in the bottom 5 by all stakeholder groups. Specific competence 15 did not make sense in North Africa, given their linguistic profile. A number of observations were made about the responses by academics. Only academics ranked specific competence 25 in their top 5: Continuously upgrade their own knowledge and skills. The same

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group was the only one who ranked 28 in their bottom 5: Be sensitive to the feelings of others. Specific Competences 6 and 15 are examples of wording problems. They will have to be looked into:

6: The language of instruction 15: Use language appropriately in the classroom and in the subject.

Students rated teaching method very high. In terms of both importance and achievement were issues to do with further studies - there was a sense that beyond the immediate domain of what they had to do they weren't focused on anything else. Students were the only group who rated LLL (lifelong learning) in the bottom 5. In line with their earlier discussions, the Teacher Education SAG proposed that two additions be made to the generic competences:

1. Ability to mediate conflict resolution and reconciliation for sustainable and peaceful living environments across the continent and

2. Knowledge and understanding of the regulatory socio-economic context in which one has to operate

10. Meta-Profiles These discussions around competences served as a platform to deepen the participants’ understanding of what Tuning is and what it aims to achieve. Participants were reminded that it is a coherent system based on common reference points, which have been jointly developed. Tuning is a project for and by the universities; a meeting point to reflect on higher education and a process of learning together. It is an approach and a methodology to design and deliver higher education degree programmes. Tuning offers a common language to understand and compare an articulated set of tools, jointly developed by academics; a platform for discussing and learning. It offers participation in the building of global reference points, a system of developing degrees shared by many, offering the possibility for networking events and publications, capacity building, entrance into a community of learners and shared ways of enhancing quality It works through an articulated system of communities of learning. The reference points that a learning community construct within a specific subject area create a meta-profile. Within the context of this project a meta-profile is described as

‘a group´s representation of the structure and combination of competences which gives identity to a thematic area. The meta-profiles are referential elements and they are always mental constructions, destined to reflect and analyse possible classifications behind the reference points’

11. The Teacher Education Meta-Profile From the earliest discussions in the Teacher Education group there was an emphasis on the teacher as the change agent for social and economic development and growth; and for conflict resolution and reconciliation for sustainable and peaceful living environments. The Teacher Education group developed a structure that could best capture the mental construct of the classification they had arrived at.

• Context- regulatory, geographic, socio-economic, local and international • (Theoretical) knowledge/understanding and practice • Interpersonal skills and • Values and Ethics

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. A Venn diagram was adopted as a mental representation of the meta-profile for the referent points identified.

There are a number of reasons why a Venn diagram was adopted. It was chosen to represent the interconnectedness of the areas/referent points: context, knowledge/understanding and practice, interpersonal skills, and values and ethics. The emphasis the Venn diagram brings is that these areas should not be treated in isolation, and should not be taught in a fragmented manner. The view of the meta-profile as a Venn diagram presupposes specific pedagogies in teacher education should be informed by an integrated approach. The following is a sketch of how both the specific and generic competences are spread across the integrated referent points: G refers to the generic competences developed by the whole group; S refers to the Teacher Education specific competences.

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12. Contrasting Degree Profile of Vocational Teacher Ed ucation

Vocational and Technical Education is a crucial element in the world of today where across the world, not only in Africa, there is a crisis of youth unemployment. Part of the cause of this is that many young people leave school without adequate academic qualifications, and with little formal orientation towards the world of work. Africa is a leading country in the development of Teacher Education for Vocational and technical education, and so the group felt it to be appropriate to examine how the education of teachers for this differed or was similar to general teacher education programmes. The example was taken from the University of Nigeria. Similarities with the Meta-profile of Teacher Educa tion in Africa

1. The meta-profile related to contextual issues (Ability for conceptual thinking, analysis and synthesis, Professionalism, ethical values and commitment, Environmental and economic consciousness, and Ability to work in an intra and intercultural and/or international context) coincide with what we teach under general education courses and general studies courses.

2. The meta-profile related to Knowledge, understanding and practice ( The subject(s) to be taught, the underlying principles of the foundations of education, Pedagogical knowledge of specific subject areas, Develop schemes of work and teaching plans competences, etc ) coincide with or can be imparted by courses we teach under technical subject areas in Agriculture, Business, Computer, Home economics and Industrial Technical trade areas as well as teaching practice, general education and general studies.

3. The meta-profile related to Value and Ethics (Professionalism, ethical values and commitment to UBUNTU (respect for the well being and dignity of fellow human beings, Be sensitive to the feelings of others, Respect socio-cultural diversities (religious; ethnic; linguistic; gender; economic etc ) are catered for by courses in Humanities and Social Sciences taught as General st udies.

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4. The meta-profile related to Communication and interpersonal skills, (Collaborate and network with others, including peers, head teachers; professional groups; parents, Communicate effectively with different audiences and using appropriate tools, including ICTs, and relevant forms of discourse, Be sensitive to the feelings of others and Lead and manage groups) coincide with courses taught in Use of English, Educational psychology and experiences during teaching practice.

New G1; New G2;

13G;14G; 9G

4S; 5S

2G

8G;28G

18G; 27S;

17G; 26G; 24G; 13G

12S;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

Differences with the meta-profile Due to the fact that the meta-profile of teacher education in Africa essentially focused on general teacher education and not on the preparation of teachers for technical and vocational education, the following were lacking in the meta-profile:

1. Vocational competences and Process of Skills Training/Development eg; Philosophical and Social foundations of Vocational Education, Instructional Technology in TVET, Insructional Designs and Methodology in Voc Tech Education, Research Methods in TVET, Vocational Guidance, Quality assurance in Vocational Technical Education, etc. as we have in our programme

2. Industrial or Work Experience : Technical and Vocational Skills Development (TVSD) must do more than just train and qualify. It must also ensure integration of youth into the workforce. TVSD programmes must be designed, implemented and supervised based on partnerships with all the stakeholders in the fields of training, as this is more likely to be effective and relevant and match the demand for skills.

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3. Assuring quality in TVSD through public-private-partnerships (PPP) for youth employability and empowerment.

Conclusions Drawn From the Comparison The critical question here is how to promote critical knowledge, skills and qualifications for sustainable development in Africa or how to build Skills for Work and Life through quality vocational teacher preparation. There is need for a paradigm shift in the delivery of TVET towards a more holistic and inclusive concept of technical and vocational skills development (TVSD) that is more flexible and responsive to labour market needs and demands. It is recognized that a holistic and inclusive TVSD requires a framework that can be used for validation and certification of competences and qualifications acquired from different learning environments, including non-formal and informal. National Qualifications Frameworks (NQFs) are therefore expected to play a crucial role in harmonizing learning, achievements, validating experiential learning, and promoting lifelong learning. There is a general lack of cooperation in TVET teacher education across sectoral boundaries between and among NGOs, governments, industry providers, and international agencies and the barriers of all sorts between and among formal and non-formal education and informal learning. Differentiation and isolation also exists between TVET teacher education and general education, lack of responsiveness in teacher education and their isolation from work and employment contexts, failure to maintain TVET teacher education curricular currency through response to changes in work place practices and the limited extent and utility of interactivity or networking among TVET teacher education practitioners, couple with the limited acceptance of TVET as a whole and TVET teacher education/instructors as fields of professional practice. Such differentiation calls for harmonization/tuning in this critical field.

13. Review And Contrast Of Meta-Profiles At Regional Le vel TO BE ADDED LATER AFTER THE NAIROBI MEETING

1-The group did not identify more skills and competencesto be added to the provided list. To the contrary they expressed an overwhelming conviction that the proposed list is rather overambitious , where it included competences more than what a given program can handle.

2- Most of the generic and subject specific competences were present in the curricula of the chosen

programs offered by the Faculty of Education ( Alex. Univ.). 3- The group expressed a wide concern ( hidden doubts ) with regard to the assessment of some of

the skills included, and more specifically ( the doubts are very loud and clear) how they will be handled " practically " in the classroom situation.

4- The issue of " quality enhancement " was raised in the light of the growing " educational cult "

namely the widespread concept of quality assurance. What goes on in the classroom – the panel profoundly stressed – is what " should " matter, i.e. the quality of teaching and learning process.

5- The group had raised the issue of " implementation " with regard to those items related to the

specific " realities " of the African Continent. They strongly believed that a great effort needs to be exerted in this regard, as well as joint political decisions should be taken on the governmental level.

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Finally, and for the sake of record, I do state what the panel had end up with : they expressed a great

admiration and appraisal of the work done by our group , especially in the profile and meta profile process.

14. Contrast Of Meta-Profile Findings With Other Re gions – Russia, Latin Amreica, Africa In Brussels the African Teacher Education SAG had an opportunity to interact with counterparts from Latin America and Russia. The meeting focused on comparing and contrasting meta-profiles from of the groups from the three difference continents. The following is a portrayal of the three meta-profiles seen together side-by-side:

A number of similarities and differences were observed. In all the three regions, there was an emphasis on 1) knowledge, including pedagogical knowledge and 2) interpersonal skills. Differences were spotted on the role of the teacher. A common feature in both Latin America and Africa is that the teacher is seen as an agent of change. This feature was not visible in the Russian meta-profile and specific competences. The central role of values- in Latin America and Africa there is a strong emphasis, Russia on the other hand seemed to lay emphasis on what is measurable, the instrumental. An introductory statement for their meta-profile read as follows: The vector of professional training in Education is to be preferably directed towards interpersonal and instrumental competences. The meaning of instrumental was debated and difference in language played out and showed that the meanings the different groups attach to instrumental are not necessarily the same. However, the Russian diagram, unlike the Latin American one, did capture the inter-relatedness of the competences in a similar way to the African model.

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The meta-profile of Latin America was represented in the form of a table portraying the classification of the various competences into three categories: the professional, the academic and the social. A collapse of the three meta-profiles results in this combination:

1. (Cognitive) Knowledge: Subject + Pedagogical knowledge 2. Interpersonal Skills 3. Ability to learn 4. Life Long Learning 5. Role of the teacher in society/Teacher as an agent of Change (capturing the emphasis on values

and ethics) The question that remains is how to teach and assess values and ethics? Do good practices exist?

15. Challenges and Difficulties in Teacher Educatio n Programmes in Africa There are many challenges facing teacher education in Africa. While the list may look formidable, it is gratifying to note however that none of these challenges is insurmountable. The challenge of context and content, the issue of diversity, language of instruction and even that of curriculum are gradually being handled by each country as most appropriate. In virtually every country within the continent, commissions have recommended ways to review and modernise the training curriculum with a broadening of the view of the teacher education curriculum. Many of such reports laid emphasis on teachers acquiring skills in analysis and reflection and greater articulation between theory and practice. Some stressed the need to give greater value and relevance to teaching practice while some, in consonance to the harmonization and tuning objectives, called for a more competency based approach to training and assessment of quality and some called for experimentation with more diversified types of training like adoption of micro-teaching; peer reviews, peer education and intensive use of multi-media. Teaching and learning pedagogy

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A challenge for in HEIs in Africa, as identified at the Tuning Africa meetings, is the need to move towards engaging learner-centered rather than teacher-centered pedagogy. It has been observed that the general focus of most HEIs in the continent is still on teacher-centered pedagogy which has lead into producing elitist and theoretical grounded students and graduates instead of effective practitioners who are competently capable of critically addressing practical problems or challenges that emerge in their day to day activities at work, home, and community. A teacher-centered pedagogy is characterized by the teachers’ role as dispenser of instructional information and students as recipients of the instruction to memorize and reproduce the same during examinations. Such pedagogy does not contextualize teaching for purposes of transferring the learned content to practical situations for change. It was note that the approach of engaging learner-centered pedagogy radically differs from the former, since it encourages students to participate as learners and co-constructors of knowledge with peers and experts who include teachers. Learners are provided with options and responsibility, they are made accountable of their learning. They are facilitated to investigate issues and ‘collaboratively’ they are made to collect data from which to construct knowledge which is (or will be) relevant to their lived world environments. This idea is also supported in a document by a UNESCO document (2002). It was the opinion of participants at the Joint Africa – EU Strategy Tuning Seminars that academic staff in HEIs in Africa need to be trained to gain competences enabling them to engage a learner-centered pedagogy so as to be realistic to contemporary developments, especially in as far as usage of ICTs is escalating and obliging students to self-learning instruction. At this level, there was consideration of increased use of free sources of education information in forms of ‘open education resources’ (OERs). The later are progressively becoming abundant and overwhelming for novices who cannot efficiently sift what is essential for their projects’ contexts and what is useless to the same. This last observation makes it necessary to harmonize HEI academics competences to ensure that those who work, study and graduate from Africa have prerequisite qualification for competitive and profitable employment whether self-employment or otherwise. Teaching practice However well designed the curriculum for Teacher Education might be, Teaching Practice is the aspect of the Teacher Education programme that inducts the trainee into the profession, getting him or her to acquire the basic skills of teaching. The length of teaching practice and the degree of expert supervision provided varies greatly across the African continent. This poses the challenge of whether we are putting the student teacher through the best possible approach to acquiring professional skills in teaching. Does Teacher Education have anything to learn from medical training and the prolonged clinical experiences of the doctor-in-training? For five, sometimes six years, the medical student goes through clinical experiences, observing his/her teachers, senior doctors, and Professors the way they handle patients, the way they carry out investigations, give counseling, make prescriptions, carry out surgery etc. Most often, their teaching is there at the bed side and in groups or teams or ‘firms’, the students discuss their experiences and role play, critiquing each other as they do so but gradually sharpening their medical skills in various dimensions. Or take the Civil Engineering student. During the Industrial Training, IT, s/he, daily, for a period of six, sometimes nine months, works with master engineers on construction sites, observing how things are done, doing it himself or herself under the watchful eyes of the master. Can we compare this with the twelve weeks teaching practice experience where a student teacher may not even be supervised more than two or three times during the entire period; where the student may not be sure if what s/he did in the class was right or wrong; where the mentor expected to guide the student teacher on a daily basis sees the student as a ‘relief’, relieving the mentor from the heavy teaching load.

Entry requirements, mobility and harmonization

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The issue of teacher mobility across the African continent is central to the idea of harmonization and tuning Africa. To achieve mobility, standards must be equivalent and similar, entry requirements must be almost same, duration of training, skills acquired, capabilities and certification must be equivalent. A major challenge to teacher education in Africa thus is the challenge of non-equivalence of entry requirements into the teacher education programme as well as standard duration for each level across board. With harmonization and tuning, when and where learning outcomes are carefully stated and competences required outlined for the education of teachers at the various levels, mobility will become easier. As noted elsewhere, it is also disturbing that in some countries – not only in Africa - entry requirements into the teacher education programme are lower than entry requirements into some other professions, so also is the duration of training and the exposure to skills- related practices. Language of instruction “In the college we learn to teach reading in English, but I prefer to teach reading in Luganda because most children of lower primary age come to school when they are competent in it. "�Trainee teacher, Uganda”

The language of education in many African countries is not the mother tongue. In many Anglophone African countries, it is English; in Francophone it is French; in Lusophone, it is Portuguese. However, in many other countries, the language of instruction in school may be another African language not used as the home language of the learners. The languages of the strong ethnic groups have been adopted for schooling. Another aspect that was noted in languages was the practice of varying language of instruction and national languages. This problem is exacerbated, in some countries, by lack of national language policies to guide decisions on the exact language to be used for instruction. In Tanzania, for example the national language policy stipulates both “Kiswahili” and “English” languages as languages of instruction; a situation that ambiguates practices. On the basis of the circumstances briefed in the preceding narration, language variations were noted as major sources of contemporary disunity, insecurity and limitations to harmonized HEIs curricula in the African continent. Members noted the need for decisions to adopting a common language of instruction among African HEIs so as to simplify the harmonization process in HEIs in Africa.

It may not then be very surprising to note that many students in Teacher Education programmes have a poor grasp of the language of instruction and thus are limited in terms of both spoken and written communication. This not only affects the teaching performance of the teacher but it also affects his/her grasp of the subject matter content. There is thus a double jeopardy. The little content the teacher knows is poorly communicated to the child, thus the child learns little content and is nt provided with a linguistic context that enables him or her to develop fluency in a major language for the country.

Limited resources and infrastructure Another challenge for HEIs in the continent has been in their limited resources and infrastructure. Given the economic hardships in most of the African countries as a consequence of continued dependence on unbalanced global economy wherein Africa has been on the disadvantaged part of the structure due to its colonial and neocolonial legacies; HEIs in the continent have continued to be constrained in their revenues and other pertinent resources. In order to engage in meaningful curricula design, development and implementation each HEI would require major investments for acquisition of different resources, including among others, hiring and retaining competent staff, purchasing or developing quality relevant books/texts, effective machinery such as ICT (hardware and soft ware), other equipment/furniture, reliable electricity supply and internet connectivity - bandwidth and reliable building infrastructure systems for administration, libraries, laboratories, lecture rooms, dining rooms, hostels, etc. All these are prerequisites for the delivery of relevant quality education and meaningful expansion of the system. It is on this basis that members at

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the Joint Africa – EU Strategy Tuning Seminars realized and recommended the need for staff and student mobility so as to exchange and share ideas, expertise/talents, facilities, and activities. Staff and student Mobility would encourage publication and research to address or expose common challenges and opportunities. This is essential since Africa’s contribution to research and publication as a share in the world remains the lowest at the rate of only one percent 91%). Collaborations in research and publication initiatives would trigger more contributions from the continent in this area. If members are facilitated to move and conduct research or publish where relevant resources are available it would be more meaningful, relevant and beneficial to the continent. As earlier on exposed in this paper, most HEIs are just emerging; this implies that there is a great need for the old experienced HEIs to mentor the novices into the system, but as well, old experienced HEIs can learn from the emerging/young institutions which are coming up at a time of global changes and therefore may have better potentials for new innovations that old institutions can adapt. Members acknowledged that knowledge of the short falls in the system as briefed above is common but since most countries in Africa have competing priorities for sustainability of socio-lcultural operations (an idea also supported by UNESCO, 2010). The education system, particularly the HE sector has had insufficient personnel (majority with limited competences for meaningful engagement in the contemporary global demands), inadequate and weak infrastructure, facilities, equipment, and texts. As a consequence, most HEIs in Africa have failed to deliver up to expected standards. In some cases, teaching faculty have been inadequately trained and have practiced their profession for very long periods without any (or minimal) forms of in-service training. They have also not had sufficient finances to conduct research that would have otherwise informed improvements/ changes and new innovations to match with global, regional and local development requirements. ICT for learning No matter what we do or say, Information and Communication Technology, ICT, will continue to shape and determine the direction and manner in which Teacher Education is carried out, even from today and into the near future. As education leaders, teachers have the responsibility to provide students with the skills, tools and information they need to become meaningful contributors to the polity and the society at large. By leveraging innovative technologies, educators, with teachers in the forefront around the world, are building a educational experience for their students that is relevant to the modern world. For teachers who are competent in the use of technology, they use it to increase student involvement; and encouraging collaboration amongst peers not only at their school but at schools around the world. They use technology to introduce students to the concept and practice of life-long learning. It is now well known that competence to use ICT effectively in teaching and learning, instructional designing as well as in interacting with others can be developed through systematic learning inputs during teacher education programme. Experience had also shown that effective use of the social networks can promote classroom learning. With ICT and particularly the internet, the teacher is no longer the sole custodian of knowledge. With the Open Educational Resources, OER, for example, knowledge has become the common property of all. But how do we train our teachers first of all to become computer friendly and versatile so that they can lead as they guide, and secondly, acquire the skills of passing on the knowledge to the students and third helping students to use ICT for educational purposes? The computer in education is a double edged thing. A child can involved with technology from dusk to dawn without linking the activities with school work. If you observe children playing computer games or games on their cell phones, or performing other self-initiated activities, one is often amazed at the level of engagement, involvement and commitment. Teacher education programmes can orient teachers to capitalize on this and get children to become engaged in their learning using ICT. It is apparent that what children do when they are alone with the computer or their cell phone or their game machines is total engaged learning. (Jones, Valdez, Nowakowski, and

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Rasmussen (1994), Teacher Education is not the only challenge with ICT, however. The challenges in Africa however are many. The Broadband issue, the worsening digital divide, even including intra-institutional divide, problems with infrastructures for operation of ICT, such as poor and irregular electricity supply all contribute to make accessibility problematic. Also related is the still high cost of computers and access to the internet. Teacher Availability and remuneration The issue of teacher unemployment in some African countries and teacher shortage in others is a real one. While the students population rose from 30 per class to 210 per class in many African countries, the teacher number remained one per that same class; in other words, rather than employ seven teachers, only one teacher had been left to do seven person’s job. It is not simply a matter of employment, either, but of the need for pluri-employment in many countries, since the salaries are too low for a family to survive on. This fact is also true of the pupils in many places, where the demands of the local economy may require them to absent themselves. Girls may be particularly affected by sporadic schooling because of domestic duties. Maintaining and Sharing Good practices One challenge for Teacher Education Programmes in Africa is the inability to tease out and document “good practices” which could be adopted or adapted by others continentally without having to re-invent the wheel. Across the African continent, great efforts have been made not only to enhance and sustain quality in Teacher Education Programmes but also to ascertain good practices that could be of general use and adoption across board. Still, the provision of Teacher Education is not in any way uniform as there are variations in the structure and organization as well as mode of curriculum implementation. In some countries, there are regulatory bodies for teacher education that stipulate benchmark or minimum standards which all Teacher Education programmes in the country must follow and adopt. In others, individual Teacher Education institution fashion out what she felt is the best way of producing teachers thereby determining how she operates, and translating the broader curriculum outlay the way she feels best suits her vision and mission. The totality of what makes sense, what works, what produces results, what is effective and what makes for efficiency is summed up in the term “good practices”. What eventually becomes “good practices” in an institution or in a system evolves from microscopic elements of behaviour, activities, practices and actions, they are series of meaningful activities and practices which when threaded together form a holistic entity and become success stories. Quality assurance and enhancement The common saying now that the world is a global village as a result of technology is correct and it has implications for teacher education, particularly in terms of the quality. For the sake of parity and mobility, there is the need to align teacher education programs with the tasks needed to create a positive student learning environment and strong learning results in the school classroom. Many nations had established regulatory bodies for teacher education. Such bodies set up minimum academic standards which it is hoped will provide needed guidance to institutions for the expected levels of excellence, as well as a means to increase professional accountability. Such standards are then used as benchmarks in the accreditation of institutional programmes thus ensuring quality assurance. The quality of the initial academic and professional training a teacher receives before getting inducted to schools, to a very large extent, determines the quality of that teacher’s performance in the classroom and within the school context generally. Yet in many countries in Africa, the quality of existing teacher education programmes has been a continued and persistent concern to stakeholders in the education sector. First is the quality of the trainees. In many African countries, candidates opt to go into Teacher

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Education programmes only and only after they had tried several times to get into other programmes but failed. Teacher Education programmes often is the last resort, a course many go into not because they want to but because they do not want to “sit” at home for another year. Even when in teacher education programmes they still continue to make attempts to get into so called better programme. Many Teachers Colleges do not help matters, in the desperate effort to get candidates, they lower the admission qualification (admit candidates with four credits instead of five) or lower the cut-off point (take candidates with 160 instead of 200). At the point of self-contradiction, let me quickly add that there are very good candidates who opt for Teachers colleges because of the love for teaching. Enhancing quality and maintaining it in teacher education come in different forms. First, in-service courses and capacity development help to keep teachers in shape and abreast new developments in their field as well as in pedagogy. Regular curriculum review, infrastructural care and maintenance, self report and self review, evaluation, provision of adequate learning resources and student support ensure that both the plant and students are catered for on a continuous basis. While there are many challenges facing teacher education in Africa. It is gratifying to note however that there is none of the challenges that is insurmountable. The challenge of context and content, the issue of diversity, language of instruction and even that of curriculum are gradually been handled by each country as most appropriate. In virtually every country within the continent, commissions report recommendations and suggestions to review and modernise the training curriculum with a broadening of the view of the teacher education curriculum. Many of such reports n emphasise teachers acquiring skills in analysis and reflection and greater articulation between theory and practice. Some stress the need to give greater value and relevance to teaching practice while some, in consonance to the harmonization and tuning objectives, called for a more competency based approach to training and assessment of quality and some called for experimentation with more diversified types of training like adoption of micro-teaching; peer reviews, peer education and intensive use of multi –media. References (Incomplete to be added to after Nairobi ) Adeyinka, A.A. (1998) History of Education in Nigeria. Mimeograph Ajayi, J.F.A. (1965) Christian Missions in Nigeira 1845-1881: The making of new elite. Ibadan History series1 London: Longman

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S y s t e m O v e r h a u l (TESO) program in Ethiopia: Promises, pitfalls, and propositions. Journal of Educational Change , Vol. 9, No. 3, 281-304.

Tchombe T. M. ( 2010?) Progressive Transformative T eacher Education In Cameroon The Inter-University Council for East Africa (2010). A Roadmap to Quality : Handbook for Quality Assurance in Higher Education. DAAD

Volume 4, Number 1 (March 2006). http://www.jceps.com/index.php?pageID=article&articleID=62 Appendix 1 not complete to be edited later. Appendix 1: Teaching Qualifications in Africa Ghana In Ghana, there are various categories of teachers in the system. They possess different professional qualifications – certificate, diploma and degree. Currently, the training of teachers is located in Colleges of Education (formerly teacher training colleges) and two universities. The colleges of education train teachers for the Basic School (Preschool – Year 9) level, while the universities prepare teachers for all levels, though many of their products prefer to teach in post-basic institutions.

The requirements for entering a college of education have shifted from Middle School Leaving Certificate to Senior High School Certificate. Minimum entry requirement for the teacher education universities has been a Senior Secondary Certificate from the beginning.

The duration for teacher training in the colleges of education is three years; in the universities, the duration ranges from two sandwich semesters for candidates with university degree in their subject areas, to four years for entrants with only secondary education. The emphasis of training is on both content and methodology for candidates with only secondary education, but tilted towards methodology for entrants with appropriate qualifications in their subject (content) areas.

(* This section relies on http://www.sussex.ac.uk/cie/projects/current/tpa/ghana. Retrieved December 10, 2012 ) KENYA** In Kenya, beginning from 1847 Teacher Education had received equal attention until the early 1970s when, according to Kafu, (2011) the programme became marginalized. As Kafu put it,

“While at independence, teacher education programme was viewed as the spur of national development, today it is being treated as just one of those “ordinary” education programme. Not much is heard about it in mass media, public fora and government circles. This means the much revered education programme had been consigned to oblivion !”

The main features of teacher education in Kenya con sists of five programmes: (i) The Early Childhood Development and Education (ECDE) teacher education programme in which teachers are trained through in-service courses in District Centres for Early Childhood Education (DICECEs). The National Centre for Early Childhood Education (NACECE) develops the curriculum, trains trainers and supervisors, and conducts monitoring and evaluation

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(ii) Secondary teacher education which is provided at the diploma and degree levels in diploma teacher training colleges and universities respectively

(iii) Technical teacher education is offered at the Kenya Technical Teachers College in Nairobi which trains diploma level teachers for secondary schools, technical training institutes, primary teachers’ colleges, institutes of technology and vocational polytechnics

(iv) Special needs education teacher education is provided to professionally qualified practising teachers through a two-year diploma programme at the Kenya Institute of Special Education (KISE)

(v) Primary teacher education (PTE) which is provided in 18 certificate level colleges through a two-year, residential programme.

Entry criteria for primary teacher education

For a candidate to qualify for primary teacher education course (PTE), he/she must have acquired a minimum grade of C (plain) in the Kenya Certificate of Secondary Education (KCSE). In addition, one must have obtained a minimum grade of D in Maths and C- in English.

(** This section relies on http://www.sussex.ac.uk/cie/projects/current/tpa/kenya )

Tanzania+ In Tanzania, teacher training is divided into two categories:

1. Pre-service training. This level prepares a person for a teaching career. The training enables future teachers to comprehend educational theories, education philosophy, teaching methodologies and educational ethics whilst gaining social skills, knowledge and skills in different subjects with which to start a successful teaching career. Pre-service teacher training is offered through three clusters:

• Grade A teachers. Teachers who are trained to teach pre-primary and primary school students. Training lasts for two years and emphasises teaching methodologies.

• Diploma teachers. Training for teaching in secondary schools, although most will also teach in primary schools. Due to the existing shortage of teachers in the country, however, diploma trainees are currently studying theories of education in college for one year only with the remaining year spent in schools as part of Block Teaching practice. Teacher trainees' curriculums at this level emphasise teaching methodologies and ethics.

• Degree teachers. The highest level of teacher education. Normally, degree holders teach in secondary schools and teacher training colleges. Training takes three to four years. Teacher training at this level varies in specialisations: teachers training as college tutors specialising in teaching methodologies and education psychology and teachers training to teach in secondary schools learning many academic subjects but relatively fewer teaching methodologies.

The second category of teacher training is In-servi ce training. This training is given to teachers who are already working. It is supposed to be provided constantly and consistently and differ in approaches. The aim of in-service teacher training is to improve the quality of teaching among teachers, as well as acclimatising new teachers so that they can carry out effective teaching and learning. Without this training, teachers will be outdated, are unlikely to cope well with changes and lose their ability to work effectively and efficiently. Most of the time, in-service training is offered through short courses, seminars, workshops,

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meetings and other special training. The training is offered by the government and other education stakeholders within or outside the country.

( + this section relies on http://www.sussex.ac.uk/cie/projects/current/tpa/tanzania ) Uganda++ Uganda has 47 Colleges preparing teachers for the primary schools. 45 of these are owned and funded by the government and 2 are owned by faith-based bodies. There are two types of training institutions, Core institutions, that run both pre- and in-service programmes and non-core institutions that have only pre-service programmes.

The duration of the pre-service programme is two years of training in content and pedagogy. Teaching practice lasts for 24 weeks and is conducted in three tranches, 8 weeks each tranche. In-service students follow the programme for four years. They attend college during school holidays, take school practice twice. The minimum entry requirement is O Level with pass in 6 subjects including mathematics, English and at least two sciences. The average age of entrants is 17. Overall, the teacher training programme is overseen by the Department of Teacher Education which articulates the policies, processes appointments and supervises the college administration and professional development programmes. A uniform curriculum is taught across the colleges. The curriculum consists of Professional Studies, Mathematics, Language, Science, Social Studies and Cultural Studies. For assessment, Trainees take promotional examinations at the end of Year One which determine their progress to Year Two. Students qualify with a Grade III Teacher Certificate, the basic requirement for a primary teaching post. For the post secondary, Tutors are required to have a degree in Education.

(++ This section relies on http://www.sussex.ac.uk/cie/projects/current/tpa/uganda

Ethiopia The training of teachers is undertaken only in Government institutions. There are 17 Primary Teachers Insitituons and 23 universities that train secondary school teachers. The programme is divided into three major segments: kindergarten, primary and secondary. Pre-service secondary school teacher training which was formally four years is now reduced to three years ( Tessema, 2006) Mekonnen , ( 2008) and Semela (2008) observed that for secondary school teachers, professional competence is deficient, content knowledge is inadequate, teachers do not match the standards and expectations of the profession in terms of morals and ethics. To these, the Ministry of Education, MoE, added that teaching is theoretical and teacher centered. (MoE, 2009). It is not clear to the outside observer whether these criticisms led to the ‘Plasma teacher phenomenon’ carefully detailed by Dahlstrom and Lemma(2009), In all, it is clear that there is a lot of diversity in teacher education programme in Africa; diversity in duration, pre-entry qualifications, type of programme, curriculum and quality; but it is also worth noting that in each country, the programme in each country is relevant to the context, and, where deficiencies are observed, respective governments are taking steps to correct and a re-align the programme appropriately. We also need a section on Teaching learning and assessment : we have not done this in the pilot study but I would be happy to write a general three or four paragraphs to illustrate how all the bumph we have talked about above can be realted to the real life world f students. We also have to mention workload and credits, signalling CONTEXT FOR CURRICULUM REFORM AND MODERNIZATION- A case for Namibia Since its inception in 1992, the University of Namibia’s Faculty of Education was given the mandate to train teachers for grades 11 – 12 in secondary education. All teacher education for those wishing to teach grades 1-10, were handled by the Colleges of Education which were under the authority of the Ministry of Education.Over the years 15 years, Namibian learners in grade 6 participated in the national assessments of the Southern and Eastern African Consortium for Measuring Educational Quality (SACMEQ). The assessments are conducted in 14 countries, in math and reading, and Namibian learners have consistently

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performed near the bottom. Although the last results showed a slight improvement, the performance consistently remained below the overall average performance of all the learners in the consortium. In 2008 the National Council on Higher Education in Namibia commissioned a consultancy to investigate the reform of teacher education in Namibia (TERP). One of the recommendations was to merge the former colleges of education with the Faculty of Education at the University of Namibia. This recommendation was accepted and a cabinet decision was taken on the official merger. The former colleges of education joined the University of Namibia at the beginning of 2010. During the year 2010 the Faculty of Education together with former college academic staff and other stakeholders in teacher education (i.e. teacher unions) embarked upon the development of a B.Ed degree in Pre- and Lower Primary and Upper Primary Education. The content of these two programmes were informed by the recommendations of the TERP report, the findings of SACMEQ reports, our Namibian National Standards for Teachers, the experiences of teachers currently teaching in our schools and other international teacher education programmes both on the African continent and elsewhere. We also studied the current trends in early childhood and pre-primary education to ensure our programmes are current and meet the demands of relevance and quality. All our programmes at the University of Namibia go through a rigorous process of scrutiny before final approval is given by the University Senate. Thereafter it is submitted to our stakeholders; in this case our Ministry of Education for their approval in writing, before it gets submitted to our National Qualifications Authority for recognition on our National Qualifications Framework. At the moment we are still busy with this last process namely getting our programme registered with the NQF. At the University of Namibia we have a five yearly curriculum review process and our Pre- and Lower Primary as well as our Upper Primary Teacher education programme will be up for review in 2015/2016. Any changes to our programmes are introduced incrementally. This is due to the fact that we are a dual mode institution and all programmes (except for a few in engineering and natural sciences) are offered on distance. This makes the immediate implementation of curriculum changes somewhat difficult, but certainly not undoable.

Characterizing teacher education in Mozambique Teacher education in Mozambique is part of the National Education System and it is aligned with the educational policies of the country. In both period, colonial and after independence, in 1975, teacher education subsystem was characterized by multiple modalities for initial teacher education. In the period before independence, two modalities were established, namely, (i) Schools of Teachers’ Qualification for school district. The aim of this modality was to train black teachers to teach indigenous learners in Missionary schools, mainly located in rural or suburban areas. The colleges of Catholic Missionaries were in charge of training those teachers and this was a ‘four plus four’ teacher education programme (4+4); and (ii) the second model was the Primary Mastership. This was to prepare teachers for white and assimilated learners attending public or private schools in towns and districts and lasted two years after the candidates concluded nine years of schooling (9+2). In the period post-independence (1975) most of the qualified Portuguese teachers and education officers abandoned the country while at the same time the attendance in primary education was increasing exponentially considering that the education was established as a right for all children in school age. For example, from 1999 to 2005 the number increased from 2,3 to 4 million learners (República de Moçambique, 2006:21). This resulted in the need of providing well prepared and qualified teachers to facilitate the teaching and learning process. In order to deal with this situation and ensure that all school age children has access to education provided by well educated and trained teachers, the Ministry of Education has established, new models of initial teacher education programmes requiring different academic entry levels and duration:

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• 6th grade and 6 months of initial teacher education

• 6th and 2 years of initial teacher education

• 6th grade and 3 years of initial teacher education



• 10th grade and 1 year initial teacher education

• Parallel to these programmes, in 1987, a primary in-service teacher education programme at distance mode was introduced aimed at updating teachers who attended the 4+4 programme during colonial period. The qualification conferred an equivalent certificate to grade 7 of primary education and 3 years of teacher education in colleges. In 2004, the Ministry of Education using the same model introduced grade 10 and 2 years of initial teacher education to improve teacher’s knowledge and skills.

Current situation of initial teacher training: Trai ning of pre-primary and primary/basic school teachers At present, the initial training of primary school teachers takes place in primary school teacher training colleges, Teacher Education Institutes (IFP) where admission is based on the Grade 10+1 programme. In parallel, the Institute of Open Distance Education (IEDA) is offering a distance education programme at the same level. The Grade 10+1 teacher education programme is the highst level of teacher education for primary level in Mozambique. Also, a Danish Support from People to People (ADPP) is offering a grade 10+1 programme for initial teacher education. In coordination with the Pedagogical University, courses leading to a Bachelor's Degree or a University degree (Licenciatura) in primary education are being implemented.

Training of secondary school teachers Under the current scheme, secondary teachers are trained in at least two disciplines at the Pedagogical University or one discipline at the Eduardo Mondlane University. Secondary teacher training programmes require four years of study and include a teaching practice component. Upon completion of study, graduates are conferred the certificate of secondary education teachers of General School Education (Professorespara o EnsinoSecundáriaGeral).

Training of higher education teachers Higher education teachers must hold at least a University Degree (Licenciatura). A considerably number of teachers still holdhonors degree in most cases. For example, in 2011, at the Eduardo Mondlane University, in a total of 1573 academic staff members, 8 hold a bachelor degree, 669 honors (licenciatura), 588 master degree and only 308 hold a PhD. A Many teachers hold a Master's Degree or a PhD. University teacher training is also available. In order to reverse this situation, the Eduardo Mondlane has designed a plan of action to train teachers through it Academic Centre for Staff Development based at the Faculty of Education as way of improvind the quality its academic staff.

Teacher Education Programme at Eduardo Mondlane Uni versity (UEM) In the period Post-independence, 1976-1986, the Eduardo Mondlane University took the role of teacher training to respond to the high need of qualified teachers for the secondary and pre-university schools. The academic and curriculum reforms were introduced, such as: new study plans (certificate courses, bachelor degrees); educational streams were transformed into accelerated teacher training courses; and as a result of the demand in 1981 the Faculty of Education was created and new courses in the area of science education were introduced.

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The role of the Faculty of Education from1981-1986/99 was to train teachers for junior (ESG1) and senior secondary (ESG2) schools for all the subjects. Today many young generations assuming important position all over the country are product from the Faculty of Education. It means that the UEM through the Faculty of Education was throughout his life involved in the training of teachers capable of guaranteeing an education of the young Mozambican generations in order to technically become qualified with higher academic degrees. Between 1986 and 1999 the Faculty of Education was closed and the role of teacher training was transferred to “Pedagogical Institute” now called “Pedagogical University (PU)”. Up to now the PU is responsible for training teachers for junior and senior secondary schools.In 2001, a greater pressure for an expansion of Basic Education in the ambit of Education for All (EFA) contributed for the enrolment explosion in secondary schools and consequently shortage of qualified teachers. As the number of schools expands qualified teachers are becoming increasingly difficult to recruit. In this regard, The UEM was called to also respond to the demand of increasing the number of qualified teachers for secondary education through initial and in-service programmes. Responding to the call, in 2001, some Faculties of UEM started to introduce in their academic courses orientations to education called “Educational streams”:

• Faculty of Arts and Social Sciences: Language education courses for teachers: Portuguese, English and French;

• Faculty of Science: Chemistry education, Physics education and Mathematics Education. The Faculty of Education is responsible for teaching the educational streams for the students following the teacher education orientation from the academics course offered at the Faculties of Arts and Science; to offer a pedagogical training for the UEM staff through the Centre for Academic Development (CDA); and to offer in-service teacher training programmes for the secondary school teachers in the areas of Mathematics & Science Education in collaboration with the Ministry of Education. In general, the courses last 4 years of study including a teaching practice component. The students enrolled in each Faculty study together during the first 3 years and 4th year is for the specialization in the educational orientation for those who chose to be teachers, e.g.: Language education; Chemistry education; Physics education; and Mathematics education. In general the course content is divided into (e.g.: language education course):

• General subjects for the first 3 semester and are compulsory; • Specific subjects which form the second phase starting in the second part of the course (4th - 8th

semester) and are compulsory; • Complementary subjects for familiarize the students with specific knowledge relevant for the future

professional activities: – (e.g.: didactics and pedagogy, Sociology of Education, History and Philosophy of

Education, Development of curriculum and Models for teaching, Methodology of Language teaching)

The pedagogical/teaching practices take Place in secondary schools lasting one semester. Each student spent one week observing the classes and after that start to practice. The supervision and support is done by one school teacher (mentor) and a lecturer (supervisor) from the chosen educational stream (Department/Course). Three are 3 possibilities of study culmination: traineeship practices; state exams; and monographs. After completion of the study, graduates are conferred the certificate of secondary education teachers of General Secondary School Education.

Curriculum reforms at UEM In 2008 the Eduardo Mondlane University started the Curriculum Reform introducing the Bologna process in all the graduate courses shifting from the 4/6 year courses to 3 years following the 3 cycles (3+2+3) of the Bologna process for bachelor, master and PhD studies. This was done in the ambit of the new Strategic Plan of UEM (2008-12) approved by the University Council in 2008. Because the introduction of the Bologna process did take in to account the real context of the country and did not go through a process of consultation with academics, employers, civil society, NGOs, students and other stakeholders there was

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no satisfaction and agreement about its success and even its contribution to the improvement of the quality of students to be employed after graduated. In this regard, in 2011 a reflection was carried out around the implementation of the Bologna process at UEM taking into account the context and the quality of the students entering to university and also the issue of the skills need to be employed after graduation. As result, in 2011 a new ‘Framework for Curriculum Design at UEM’ was approved by the University Council. This new framework is aligned with the Higher Education Law (2009) and with the National System for Academic Credit Accumulation and Transference (2010). According to the New Framework for Curriculum Design, there are two types of education: (i) General education organized into areas and scientific disciplines. This kind of education prepares the graduates for the marketing by providing them with the following competences: cognitive, communication, leadership, adaptation to changes, and also compete nces to apply scientific knowledge appropriate for the specific subject area. The second type of education is the Professional education or vocational. In this case, the knowledge, skills and competences needed for a competent practice of the profession are acquired through the exposition to the marketing by resolving real problems in real time. Having into account these two types of education, the UEM has already started to introduce, gradually, in their courses a ‘student centred approach’. In addition, the New Framework for Curriculum Design establishes that at the UEM there are three types of qualifications (degrees), namely, Licenciatura (4 years), Master (2 years) and PhD (3 years). However, there are some exceptions in the duration of the courses depending on its nature. For example, for Engineering the duration may vary from 4 to 5 years and for Medicine lasts 7 years. Despite that the UEM has abandoned the duration of the first cycle (3 years) as stated by the Bologna process, the spirit of mobility and academic credit accumulation and transference still emphasized in the New Framework for Curriculum Design. In this regard, the duration of the study program at UEM is determined by the volume of the learning work which is expected to be completed by the student in order to accomplish the advocated learning objectives for his/her qualification. At the UEM, the volume of the work is quantified by credits following the scheme recommended by the National System for Academic Credit Accumulation and Transference and observing the limits indicated in the Mozambican Higher Education Law. Thus, at UEM a credit unit corresponds to 30 hours. For Licenciatura (honour) the total volume of learning work is: 240 (180) credits for normal duration of the course (4/3 years), and more than 240 credits for the programmes lasting more than 4 years, for example, Medicine. The number of credits is 60 per year and 70% of the total number of credits should be attributed to the compulsory subjects which form the central nucleus of the course/study programme.

Graduate degree profile at UEM The new Framework for Curriculum Design defines three domains of the graduate degree profile, namely, what the graduate must know (knowledge) ; what the graduate must know to do (skills) ; and what the graduate must be (attitudes) . a) What the graduate must know (knowledge)

• Speak and write correctly in Portuguese language; • Read, listen, understand and analyse critically different types of discourse in their subjects or area

of specialization; • Think in an abstract and logical way, presenting arguments with fundaments; • Understand and apply with rigour the concepts and methodological procedures of the area of

specialization; • Understand and use correctly quantitative information to represent the reality; • Distinguish between science and other types of discourse and of research; • Understand the modern methods and procedures of science; • Understand the effects of science and technology in the natural and social environment; • Know the main debates and theoretical paradigms in their nuclear areas and related areas to their

specialization.