Tuning Africa Phase IItuningafrica.org/upload/evento/editor/doc/6/tapag-eng.pdfThis initiative is implemented on behalf of the European and African Union Commissions by: 3 1. AGENDA

Tuning Africa Phase II

Third General Meeting

Accra, 17-19 October 2016

This initiative is implemented on behalf of the European and African Union Commissions by:

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TABLE OF CONTENTS 1. Agenda ………………………………………………………………..………………………………3 1.1. General Agenda ………………………………………………………………………….3

1.2. Agenda for the Tuning Africa Project Advisory Group (TAPAG) …………….... 5 2. Participants …………….………………………………………………………………...............… 9 WORKING DOCUMENTS 3. DOCUMENT 1: Country Reports ……………………….……………...………………………… 36 3.1. Alger ……………………………………………………………………………………………….. 38 3.2. Angola …………………………………………………………………………………………….. 41 3.3. Benin and Burkina Faso………………..……………………………………………..………… 42 3.4. Botswana …………………...…………………………………………………………………….. 43 3.5. Burundi ……………………………………………………………………………………..…….. 45 3.6. Cameroon ………………………………………………………………………………..………. 46 3.7. Cape Verde …………………………………………………………………………………...….. 49 3.8. Cote de Ivore …………………………………………………………………………………….. 52 3.9. Djibouti…………………………………………………………………………………………….. 53 3.10. Egypt …………………………………………………………………………………………….. 54 3.11. Eritrea ………………………………………………………………………………………..….. 62 3.12. Ethiopia ………………………………………………………………………………………….. 65 3.13. Gabon…………………………………………………………………………………………….. 68 3.14. Kenya ………………………………………………………………………………………….. .. 70 3.15. Lesotho ………………………………………………………………………………………….. 73 3.16. Libya …………………………………………………………………………………………….. 76 3.17. Madagascar …………………………………………………………………………………….. 78 3.18. Malawi ………………………………………………………………………………………….. . 90 3.19. Mali ………………………………………………………………………………………….….. . 92 3.20. Mauritania ……………………………………………………………………………………….. 93 3.21. Mauritius ………………………………………………………………………………………… 96 3.22. Morocco …………………………………………………………………………………………..98 3.23. Mozambique …………………………………………………………………………………… 100 3.24. Namibia………………..……………………………………………………....………………...102 3.25. NIgeria …………………...…………………………………………………………………….. 104 3.26. République Demócratique du Congo. …………………………………………..………….. 106 3.27. Rwanda …………………………………………………………………………………….….. 107 3.28. Senegal …………………………………………………………………………………….….. 108 3.29. Somalia ……………………………………………………………………………………….. 109 3.30. South Africa ……………………………………………………………………………….…… 110 3.31 Sudan ………………………………………………………………………………………….. .114 3.32. Swatziland …………………………………………………………………………..………… 115 3.33. Tanzania ……………………………………………………………………………………….. 117 3.34.Uganda………………………………………………………………………………………….. 119 3.35. Zimbabwe ……………………………………………………………………………………… 123


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4. DOCUMENT 2: State of the Art of Credit in the African Higher Education System ……... 125 5. DOCUMENT 3: Consultation Process ……………………………….…………………………. 131 6. DOCUMENT 4: Results of consultation on Student Workload in Africa ………………..… 139


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1. AGENDA 1.1. General Agenda

TUNING AFRICA PHASE II Agenda for the Third General Meeting

17 to 19 October 2016 Accra, Ghana

Accommodation Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana

Sunday 16 October 2016 Arrival of Tuning Africa II participants 19.00 – 20.30 Registration 20.30 Dinner: Hotel

Monday 17 October 2016 Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana Morning Session PLENARY 8.00 – 9.00 Registration 9.00 – 9.30 Official Opening and welcome

H. E. William Hanna, EU Ambassador to Ghana. H. E. Professor Jane Naana Opoku Agyemang, Minister for Education of Ghana Professor Samuel Kwame Offei , Pro Vice-Chancellor of the University of Ghana Dr. Beatrice Njenga, Head of Education Division; African Union Commission


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Chair: Professor Olusola Oyewole, Vice Chancellor of the Federal University of Agriculture Abeokuta and President of the Association of African Universities

9.30 – 10.00 General overview of the main tasks and activities for the Third General

Meeting. Pablo Beneitone, Director Tuning Academy, University of Deusto Julia González, General co-coordinator of Tuning

María Ortiz-Coronado, Tuning Africa Project Manager, University of Deusto Chair: Charles Awono Onana, Director, Ecole Nationale Supérieure Polytechnique, Yaoundé I, Cameroon

10.00 – 10.30 Implementation procedures: staff development strategies: Report on the on-line Course design for outcomes based learning in

higher education New proposals and initiatives:

- New on-line course: Practical Assessment for learning - Workshops and e-workshops for good practices Ahmed ElGohary, President, Egypt-Japan University for Science and Technology (E-JUST) Maria Yarosh, Tuning Academy - University of Deusto Document: Staff Development Strategy for Tuning Africa II Chair: Etienne Ehouan Ehile, Secretary General, Association of African Universities

10.30 – 11.00 Coffee Break 11.00 – 11.30 State of the Art of Credit in the African Higher Education System

Olusola Oyewole, Vice Chancellor of the Federal University of Agriculture Abeokuta and President of the Association of African Universities Document: State of the Art of Credit in the African Higher Education System

Chair: Robert Wagenaar, Director of Tuning Academy, University of Groningen

11.30 – 12.00 Student Workload survey analysis.

Edurne Bartolomé, Tuning Academy, University of Deusto Document: Results of consultation on Student Workload in Africa

Chair: Yohannes Woldetensae, Senior Education Expert, African Union Commission


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12.00 – 12.30 The Student Voice in the African Harmonization Process in Higher Education.

8 short presentations of Workload from the students´ perspective Document: The Student Voice in the African Harmonization Process in Higher Education: some contributions about workload

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

12.30 – 14.00 Lunch: Hotel

1.2. Agenda for the Tuning Africa Project Advisory Group (TAPAG) Swiss Spirit Hotel &Suites Alisa Accra, 21 Dr. Isert Road - North Ridge, Accra Ghana Afternoon Session 14.00 – 16.00 Review of the state of the art in relation to credits across countries in

the continent. Identify the main actions to define a common credit system for Africa. Document: State of the Art of Credit in African Higher Education System

16.00 – 16.30 Coffee Break 16.30 – 18.00 Analysis of the survey results (from the perspective of the

CONTINENT). Which number of hours should a Credit System have for Africa? How many hours of student study should be awarded for successful completion of one credit in Africa? (contact hours, individual and group study, examinations and their preparation etc.) Discussion and main conclusions Document: Results of consultation on Student Workload in Africa

20.00 Dinner: Swiss Spirit Hotel &Suites

Tuesday 18 October 2016 Swiss Spirit Hotel &Suites Accra Ghana 09.00 – 10.30 Joint discussion with Student representatives about Workload and

Credits 10.30 – 11.00 Coffee Break


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11.00 – 12.30 Agreements and consensus on the definition of a Credit System for Africa

12.30 – 14.00 Lunch: Hotel 14.00 – 16.00 Draft a first proposal to be discussed among all partners. The proposal

would include main features: - Purpose and benefits expected - Estimated annual number of hours worked by students - Proposed number of credits for an academic year

16.00 – 16.30 Coffee Break 16.30 – 18.00 Main strategies to validate the proposal in the region.

Key actors to be consulted. Proposed work schedule and responsibilities.

20.00 Dinner: Hotel (tbc)

Wednesday 19 October 2016 Swiss Spirit Hotel &Suites Accra Ghana PLENARY SESSION 9.00 – 10.30 Presentation of the agreements and consensus reached by the 8

working groups and by the Tuning Africa Project Advisory Group (TAPAG) Chair: Etienne Ehouan Ehile, Secretary General, Association of African Universities

10.30 – 11.00 Coffee Break 11.00 - 11.30 Tasks planned until the Fourth General Meeting (April 2017) Pablo Beneitone and María Ortiz-Coronado, Tuning Academy,

University of Deusto 11.30 – 12.00 Certificate Ceremony for representatives who have finished the on line

Course design for outcomes based learning in higher education Feedback from some participants.

12.00 – 12.30 Closing of Third General meeting.

Etienne Ehouan Ehile, Secretary General, Association of African Universities Pablo Beneitone, Tuning Academy Deirdre Lennan, EU Commission, Directorate General for Education and Culture Beatrice Njenga, Head of Education Division; African Union Commission


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Yohannes Woldetensae, Senior Education Expert, African Union Commission

12.30 Lunch: Hotel Symposium on Research and Good Practices in competence-based stu dent-centred approaches in higher education 14.00 – 14.15 Welcome and Opening

H. E. Professor Jane Naana Opoku Agyemang, Minister for Education of Ghana (tbc) Professor Damtew Teferra, Professor of Higher Education and leader of Higher Education Training and Development, University of Kwazulu-Natal, South Africa

14.15 – 16.00 Research into competence-based student-centred approaches in higher

education Presentations:

- Jane E. Iloanya, Botho University, Botswana - Democratisation of Teaching and Learning: A Tool for the Practicalisation of the Tuning Approach in Higher Education?

- Alsaeed S. A. Alshamy, Alexandria University, Egypt - Credit Hour System and Student Workload at Alexandria University: A Paradigm Shift

- Kinde Getachew Abebe, Jimma University, Ethiopia - Improving Self-Efficacy and Academic Performance in Applied Mathematics II through an Innovative Classroom Based Strategy: the Case of First Year Engineering Students at Jimma University, Ethiopia

- Fisseha Mikre Weldmeskel, Jimma University, Ethiopia - The Use of Quality Formative Assessment and Students’ Perception on Self-Regulating Learning in University Classrooms

- Brinda Ramasawmy Molaye, University of Mauritius, Mauritius - The Need to Enhance the Employability Skills of Undergraduates in Agriculture. Evidence from Students’ Perceptions and Employers’ Expectations

- Anthony Mugagga Muwagga, Makerere University, Uganda - The Tuning method and its implications for Uganda University curricula, competences and skills

- Lazarus Nabaho, Uganda Management Institute, Uganda - Developing Generic Competences in Life Sciences: The Untold Story of Makerere University College of Health Sciences in Uganda

Chair: Professor Damtew Teferra, Professor of higher education and leader of Higher Education Training and Development, University of Kwazulu-Natal, South Africa

16.00 – 16.30 Coffee Break 16.30 – 18.15 Accounts and examples of good practices in teaching, learning and

assessment employed in implementing competence-based student-centred approaches in higher education.

Round Table:


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- Peter Antonio Kwaira, University of Zimbabwe, Zimbabwe - Students Applying Their Knowldge Of Material Science In Problem-Solving: Implications for competence based-learning at the University of Zimbabwe

- Adams Otuoze U Onuka, University of Ibadan, Nigeria - Competences-Based Assessment Of an Instrumentation Course In Educational Research And Evaluation

- Masaaki Suzuki, Egypt-Japan University of Science and Technology , Egypt - Establishment of a New Undergraduate Programme “Mechatronics” in E-JUST

- Mohamadou SY, Institut Supérieur de Développement Local, Senegal - The improved student-centred E-learning Approach: the experience of ISDL

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

18.15 – 18.30 Summing Up, Recommendations, Closing the Symposium 20.00 Dinner: Swiss Spirit Hotel &Suites

Departure


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

• Management Committee • 8 Subject Area Working groups • TAPAG – Tuning Africa Policy Advisory Group

2.1 Management Committee

The responsibility of the Management Committee is to carry out specific tasks required by the project. It is made up of the 9 general co-ordinators of the project and other regional representatives. One co-ordinators of each SAG s will be joining the MC as well.

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

Management Committee

Spain Julia María GONZÁLEZ FERRERAS Tuning Senior Adviser University of Deusto E-mail: [email protected] The Netherlands Robert WAGENAAR International Tuning Academy. Director University of Groningen E-mail: [email protected] Cameroon Charles AWONO ONANA E-mail: [email protected] Egypt Ahmed Magdy Ibrahim A. ELGOHARY E-mail: [email protected]


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Ghana Charles BARNOR University of Professional Studies, Accra (UPSA) E-mail: [email protected] Germany Margarete SCHERMUTZKI E-mail: [email protected] Ivory Coast Taky Hortense ATTA EPSE DIALLO E-mail: [email protected] Kenya Stanley Muse SHITOTE E-mail: [email protected] Nigeria Olusola Bandele OYEWOLE E-mail: [email protected] Rwanda Digne Edmond RWABUHUNGU R. E-mail: [email protected] South Africa Matete MADIBA E-mail: [email protected] South Africa Damtew TEFERRA E-mail: [email protected] United Kingdom Arlene GILPIN


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E-mail: [email protected] African Union Commission Beatrice K. NJENGA, Head of Education Division E-mail: [email protected] Yohannes WOLDETENSAE , Senior Education Expert E-mail: [email protected] Association of African Universities Ehóuan Etienne EHILE, Secretary General E-mail: [email protected] European Union Deirdre LENNAN Directorate General Education and Culture E-mail: [email protected] Ron HENDRIX EU Delegation to the African Union, Program Manager – Migration, Mobility, Employment & Higher Education E-mail: [email protected]

COORDINATION UNIT Pablo BENEITONE Co-coordinator Tuning project International Tuning Academy, Director Universidad de Deusto - Spain E-mail: [email protected] María ORTIZ-CORONADO LÓPEZ Project Manager Universidad de Deusto - Spain E-mail: [email protected] Sara GOITIA UBIERNA Project assistant Universidad de Deusto - Spain E-mail: [email protected]


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B. Omer OKE AHODEOU Technical Assistant Universidad de Deusto - Spain E-mail: [email protected] 2.2 List of Participants by Subject Area

Currently, 124 academics from 105 African universities are participating in 8 working groups based around different disciplines (Agricultural Sciences, Applied Geology, Civil Engineering, Economics, High Education Management, Mechanical Engineering, Medicine and Teacher Education). The universities selected are centres of national excellence in the disciplines they represent and have demonstrated an ability to engage in dialogue with other institutions that work in the same knowledge areas. They have a significant presence in the system (size of the institution, track record, credibility and academic authority) such that a considerable part of the system is represented by their participation.

AGRICULTURAL SCIENCES Benin K. Dansou KOSSOU Université Catholique de l'Afrique de l´Oest , UCAO-UUC (Phase II) E-mail: [email protected] Benin Bonaventure Cohovi AHOHUENDO (replacing Prof. Houmhouigan at 3GM) Université d'Abomey-Calavi E-mail: [email protected] Burundi Bonaventure MINANI Université de Ngozi E-mail: [email protected] Cameroon Christopher Mubeteneh TANKOU Université de Dschang E-mail: [email protected] Ghana Samuel Kwame OFFEI Esther SAKYI-DAWSON University of Ghana E-mail: [email protected] , [email protected]


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Ivory Coast Taky Hortense ATTA EPSE DIALLO Université Nangui Abrogoua (former Université d'Abobo-Adjamé) E-mail: [email protected] Kenya Prof. Abdi Yakub GULIYE Egerton University E-mail: [email protected] , [email protected] Madagascar R. Jean Baptiste RAMAROSON Universite d'Antananarivo E-mail: [email protected] Mauritius Kamleshwar BOODHOO University of Mauritius E-mail: [email protected] Morocco Ahmed ELAMRANI Université Mohammed Premier E-mail: [email protected] Nigeria Yemi AKEGBEJO-SAMSONS Federal University of Agriculture E-mail: [email protected] Nigeria Olubunmi Abayomi OMOTESHO University of Ilorin E-mail: [email protected] , [email protected] Senegal


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Mariama Wade SENE Université Gaston Berger E-mail: [email protected] , [email protected] Sudan Rashid A. M. HUSSEIN Sudan University of Science and Technology (Phase II) E-mail: [email protected] Swaziland Henry R. MLOZA-BANDA University of Swaziland (Phase II) E-mail: [email protected] , [email protected] , [email protected] Benin – STUDENT representative Adonaï Gad DA MATHA SANTANNA Université Catholique de l'Afrique de l'ouest E-mail : [email protected] Mauritius – STUDENT representative Nigel Yoven ARMOOGUM University of Mauritius E-mail : [email protected] APPLIED GEOLOGY Alger Mouloud NEFIS Ecole Nationale d’Ingénieurs de Tunis E-mail : [email protected] Burkina Faso Ahmed Ousmane BAGRE (replacing Prof. MESSAN at 3GM) 2iE -Institut International d'Ingénierie de l'Eau et de l'Environnement E-mail: [email protected] Cameroon


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Danwe RAIDANDI Université de Maroua E-mail: [email protected] Democratic Republic of Congo M. Louis KIPATA Université de Lubumbashi E-mail: [email protected] Ethiopia Hassen Shube SHEKO Adama Science and Technology University E-mail: [email protected] Ivory Coast Frédéric DOHOU Université des Sciences et Technologies de Côte d'Ivoire (USTCI) E-mail: [email protected] Kenya Bernard K. ROP Jomo Kenyatta University of Agriculture and Technology (JKUAT) E-mail: [email protected] , [email protected] Lybia Alsharef ALBAGHDADY Sebha University E-mail: [email protected] Madagascar Voahangy RATRIMO Université d' Antananarivo E-mail: [email protected] Mauritania Mohamed AWA Université des Sciences, Technologie et Médecine (USTM) E-mail: [email protected] , [email protected]


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Nigeria Ayonma Wilfred MODE University of Nigeria, NSUKKA E-mail: [email protected] Rwanda Digne Edmond RWABUHUNGU R. University of Rwanda E-mail: [email protected] South Sudan David O. O. EVUK Juba University E-mail: [email protected] Tunisia Najet SLIM EP SHIMI Faculté des Sciences de Tunis E-mail : [email protected] Madagascar- STUDENT representative Stellina Cynthia ANDRIATIANA Université d' Antananarivo E-mail: [email protected] Kenya- STUDENT representative Caroline Wambui MAINA Jomo Kenyatta University of Agriculture and Technology (JKUAT) E-mail : [email protected] CIVIL ENGINEERING Alger Mohand HAMIZI Université Mouloud Mammeri de Tizi Ouzou E-mail: [email protected]


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Benin Gossou HOUINOU Université d'Abomey-Calavi (Phase II) E-mail: [email protected] Botswana Oagile KANYETO University of Botswana E-mail: [email protected] Cameroon Robert NZENGWA Université de Douala E-mail : [email protected] Cape Verde Inácio MENDES PEREIRA Universidade Jean Piaget de Cabo Verde (Phase II) E-mail : [email protected] Democratic Republic of Congo Lutimba Hubert MAKENGO Université de Kinshasa E-mail: [email protected] , [email protected] Egypt Gamal A. Abdel-Rabim ABOZEID Assiut University (Phase II) E-mail: [email protected] Egypt Ragaa T. M. ABDELHAKIM (replacing Ayman Ahmed SELEEMAH for 3GM) Tanta University (Phase II) E-mail: [email protected] Ethiopia Tadesse Ayalew ZELELE


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EiABC - Addis Ababa University E-mail: [email protected] , [email protected] Ghana Helen Michelle Korkor ESSANDOH (replacing Mark ADOM-ASAMOAH for 3GM) Kwame Nkirumah University of Science and Technology (Phase II) E-mail: [email protected] Kenya Stanley Muse SHITOTE Moi University E-mail: [email protected] Nigeria Kabiru BALA Ahmadu Bello University E-mail: [email protected] , [email protected] South Africa Wynand J. Van Der Merwe STEYN University of Pretoria E-mail: [email protected] South Sudan James Janthana Bango TUKARI Juba University E-mail: [email protected] Tanzania Ignas Aloys RUBARATUKA University of Dar Es Salaam E-mail: [email protected] , [email protected] Ghana- STUDENT representative Elizabeth Nyarkoa OSEI Kwame Nkrumah University of Science and Technology E-mail: [email protected]


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Sud Sudan- STUDENT representative Jacob Kuot Daniel DOMKOC Juba University E-mail : [email protected] ECONOMICS Alger Ahcene BOUCEID Université 8 mai 1945 Guelma E-mail: [email protected] , [email protected] Angola Mario QUINTAS (replacing José Nicolau SILVESTRE for 3GM) Katyavala Bwila University E-mail: [email protected] Burkina Faso Pam ZAHONOGO UNIVERSITE OUAGA II E-mail: [email protected] Cameroon Henri NGOA TABI Université de Yaoundé II E-mail: [email protected] Cape Verde M. Madalena DUARTE ALMEIDA ISCEE - Instituto Superior Ciências Económicas e Empresariais E-mail: [email protected] Democratic Republic of Congo Edson Sebigunda NIYONSABA Université de Goma (UNIGOM) E-mail: [email protected]


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Djibouti A. Aptidon GOMBOR Université de Djibouti E-mail: [email protected] Egypt HALA M. F. H. SAKR Cairo University E-mail: [email protected] [email protected] Eritrea Melake TEWOLDE TECLEGHIORGIS College of Business and Economics E-mail: [email protected] , [email protected] Ethiopia Maru Shete BEKELE St. Mary's University E-mail: [email protected] Ghana Charles BARNOR University of Professional Studies, Accra (UPSA) E-mail: [email protected] Kenya Consolata Oloo NGALA Masinde Muliro University of Science and Technology (MMUST) E-mail: [email protected] Lesotho Emmanuel Maluke LETETE National University of Lesotho E-mail: [email protected] Morroco Abdeljabbar ABDOUNI Université Hassan 1er de Settat


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E-mail: [email protected] Nigeria Enang B. UDAH University of Calabar E-mail: [email protected] Tanzania Felician L. MUTASA Open University of Tanzania E-mail: [email protected] , [email protected] Lesotho- STUDENT representative Tsepang Juliet KHUMALO National University of Lesotho (NUL) E-mail: [email protected] Kenya – STUDENT representative Jacob Ogari BIYOGO Masinde Muliro University of Science and Technology (MMUST) E-mail : [email protected] HIGHER EDUCATION MANAGEMENT Cameroon Jean TCHITCHOUA Université de Yaoundé II E-mail : [email protected] Egypt Aly Abdel-Hady MESSALLAM Alexandria University E-mail: [email protected] Ethiopia Mitiku Bekele GEMEDA


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Jimma University E-mail: [email protected] Ivory Coast Kodo MICHEL Université Alassane Ouattara E-mail: [email protected] Kenya Stephen Njoka NYAGA Kenyatta University E-mail: [email protected] Mauritius Sunita FACKNAT University of Mauritius E-mail: [email protected] Nigeria Lilian-Rita L. AKUDOLU Nnamdi Azikiwe University, Awka, Nigeria E-mail: [email protected] Nigeria Rhoda Oduwaiye ODUWAIYE University of Ilorin E-mail: [email protected] South Africa Damtew TEFERRA University of Kwazulu Natal E-mail: [email protected] South Africa Rehana EBRAHIM-VALLEY University of Pretoria E-mail: [email protected]


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Tanzania Johnson M. ISHENGOMA UNIVERSITY OF DAR ES SALAAM E-mail: [email protected] , [email protected] The Netherlands Hanneke VAN BRUGGEN Independant Expert E-mail : [email protected] Tunisia Noureddine KRIDIS Université de Tunis E-mail : [email protected] Uganda Ronald BISASO Makerere University E-mail: [email protected] , [email protected] Nigeria – STUDENT representative Chidiebere Isaac OSOUJI Nnamdi Azikiwe University, Awka, Nigeria E-mail: [email protected] Cameroon – STUDENT representative Novel FOLABIT LENA University of Yaounde II E-mail : [email protected] MECHANICAL ENGINEERING Alger Noureddine ABDELBAKI Akli Mohand Oulhadj (Phase II) E-mail: [email protected]


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Cameroon Charles AWONO ONANA Universite de Yaounde I E-mail: [email protected] Democratic Republic of Congo Léonard Mukeba KABEYA Institut Superieur de Techniques Appliquees , ISTA/KINSHASA E-mail: [email protected] , [email protected] Democratic Republic of Congo Jean-Paul Mbay KATOND Université de Lubumbashi (Phase II) E-mail : [email protected] Egypt Chahinaz A. Saleh S. ABDELGHANY Cairo University E-mail: [email protected] [email protected] Egypt Masaaki SUZUKI Egypt-Japan University of Science and Technology (Phase II) E-mail: [email protected] , [email protected] Eritrea Teklebrhan Tuemzghi NEGASH Eritrea Institute of Technology (Phase II) E-mail: [email protected] Ethiopia Baye Molla TIKUYE Dilla University (Phase II) E-mail: [email protected] Ethiopia Venkata Ramayya ANCHA Jimma University


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E-mail: [email protected] , [email protected] Ghana Takyi GABRIEL Kwame Nkirumah University of Science and Technology E-mail: [email protected] , [email protected] Lybia Eyhab A. BARKAH University of Zawia (Phase II) E-mail: [email protected] Malawi Moses Phenias Mngwapa CHINYAMA University of Malawi – The Polytechnic E-mail: [email protected] South Africa Trollip Zwelethu NGEWANA Cape Peninsula University of Technology E-mail: [email protected] , [email protected] South Africa André Eugene MÜLLER Stellenbosch University E-mail: [email protected] Tunisia Yamen MAALEJ Ecole Nationale d’Ingénieurs de Tunis E-mail: [email protected] Zambia Shadrick CHAMA Copperbelt University E-mail: [email protected] , [email protected]


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Egypt – STUDENT representative Mohamed Abdelbassir Khalil ATTIA Cairo University E-mail: [email protected] Ethiopia – STUDENT representative Eyuel Abate LEMMA Jimma University E-mail : [email protected] MEDICINE Alger Merzak GHARNAOUT Universite d'Alger 1 E-mail: [email protected] Democratic Republic of Congo Mannix Imani MASIMANGO (replacing Bisimwa GHISLAIN at 3GM) Université Catholique de Bukavu (Phase II) E-mail : [email protected] Egypt Ahmed Ragab ELSAYED Menoufia University (Phase II) E-mail: [email protected] Egypt Badreldin Mohamad Mesbah ABDELHADY Suez Canal University E-mail: [email protected] Ethiopia Loko Abraham BONGASSIE Mekelle University E-mail: [email protected]


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Kenya Marybeth Cherono MARITIM University of Nairobi E-mail: [email protected], [email protected] Mali Seydou DOUMBIA Université des Sciences, des Techniques et Technologies de Bamako (Phase II) E-mail: [email protected] , [email protected] Morocco Redouane EL FEZZAZI Université Cadi Ayyad de Marrakech E-mail: [email protected] Mozambique Armindo TIAGO Universidade Eduardo Mondlane (Phase II) E-mail: [email protected] Nigeria Lawrence Ulu OGBONNAYA Ebonyi State University Nigeria E-mail: [email protected] Nigeria Olusegun Olusina AKINYINKA University of Ibadan E-mail: [email protected] , [email protected] Senegal Alain Khassim Jacques N'DOYE Universite Cheikh Anta Diop de Dakar E-mail: [email protected] Senegal Cheickna SYLLA Université de Thiès (Phase II)


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E-mail: [email protected] , [email protected] Somalia Abdalla Shariff OSMAN University of Health Sciences (Phase II) E-mail: [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] United Kingdom John E. REILLY Independant Expert E-mail: [email protected] Egypt – STUDENT representative Omnia S. S. A. OTHMAN Suez Canal University E-mail: [email protected] Kenya – STUDENT representative Marie Claire WANGARI University of Nairobi E-mail: [email protected] TEACHER EDUCATION Angola Judite R. C. DOS SANTOS (replacing Ermelinda Monteiro Silva CARDOSO for 3GM) Katyavala Bwila University (Phase II)


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E-mail: [email protected] Botswana Jane F. ILOANYA Botho University (Phase II) E-mail: [email protected] Burundi Grégoire NDAYONGEJE Université Espoir d`Afrique (Phase II) E-mail : [email protected] , [email protected] Egypt Hani Abdelsattar Mohamed FARAG Alexandria University E-mail: [email protected] Ethiopia Birhane Sime GERESSU Arsi University E-mail: [email protected] Gabon Théophile MAGANGA Université Omar Bongo E-mail:[email protected] Gambia Baboucarr NJIE University of The Gambia (Phase II) E-mail: [email protected] , [email protected] Kenya Marilena DJATA CABRAL African Virtual University (Phase II) E-mail: [email protected] Mozambique


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Jorge J.Dos Santos FRINGE Universidade Eduardo Mondlane E-mail: [email protected] Namibia Charmaine B. VILLET University of Namibia E-mail: [email protected] Nigeria Emmanuel Edoja ACHOR Benue State University Makurdi (Phase II) E-mail: [email protected] Nigeria Ibrahim Olatunde SALAWU National Open University of Nigeria E-mail: [email protected] Nigeria Toochukwu Eleazar EJIOFOR (replacing Emmanuel C. OSINEM for 3GM) University of Nigeria, Nsukka E-mail: [email protected] Somalia Mohamed HASSAN NOOR Mogadishu University E-mail: [email protected] , [email protected] South Africa Zubeida Khatoom DESAI University of the Western Cape E-mail: [email protected] Tanzania Honoratha M. K. MUSHI Open University of Tanzania E-mail: [email protected] , [email protected]


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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] Angola – STUDENT representative Daniel Tchikoko VINDOSE Katyavala Bwila University E-mail: [email protected] Botswana – STUDENT representative Robert Farayi NYABAWA Botho University E-mail: [email protected]

2.3 List of Participants at Tuning Africa Policy Ad visory Group (TAPAG)

Angola Jose Luis Mateus ALEXANDRE Fórum da Gestao do Ensino Superior nos Países e Regioes de Língua Portuguesa (FORGES) E-mail: [email protected] Burkina Faso Abdoulaye SOMA Conseil Africain et Malgache pour l' Enseignement Superieur (CAMES) E-mail : [email protected] Egypt Azza M.M.M. AGHA


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National Authority for Quality Assurance and Accreditation in Education (NAQAAE) E-mail: [email protected] , [email protected] Ethiopia Mulu Solomon BEZUNEH Ethiopian Chamber of Commerce and Sectoral Associations (ECCSA) E-mail: [email protected] , [email protected] Ghana Fred AWAAH All- African Students Union (AASU) E-mail: [email protected] , [email protected] Ghana Cosmas Dayak Kombat LAMBINI Erasmus Mundus Students and Alumni Association (EMA) E-mail: [email protected] Kenya Rotimi OGIDAN African Council For Distance Education (ACDE) E-mail: [email protected] Kenya Gabriel Nyamwamu MAGOMA Pan African University (PAU) E-mail: [email protected] Kenya Anne Kisaka NANGULU Commission for University Education E-mail: [email protected] Jordan Mohamed Rafat Mahmoud Ahmed ISMAEIL Association of Arab Universities (AARU) E-mail: [email protected]


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Mozambique Ana Maria NHAMPULE National Council for Assessment and Quality Asssurance of Higher Education (CNAQ) E-mail: [email protected] Nigeria Prof. Cideu MAFIANA The African Quality Assurance Network (AfriQAN) E-mail: [email protected] , [email protected] Nigeria Adenike Temidayo OLADIJI Association of West Africa Universities (AWAU) E-mail: [email protected] , [email protected] , [email protected] Nigeria Rachel Jummai OGBE ECOWAS Commission Abuja E-mail: [email protected] Senegal Abdou Lahate CISSÉ National Authority for Quality Assurance (NAQA-Sud) E-mail: [email protected] South Africa Lomthandazo L.T. MAVIMBELA Southern African Development Community (SADC) E-mail: [email protected] South Africa Piyushi KOTECHA Southern African Regional Universities Association (SARUA) E-mail: [email protected] Tanzania Alexandre LYAMBABAJE Inter-University Council for East Africa


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E-mail: [email protected] 2. 4 List of Participants at Symposium Botswana Jane Ebele ILOANYA Botho University E-mail: [email protected] Egypt Masaaki SUZUKI Egypt-Japan University of Science and Technology E-mail: [email protected] Egypt Alsaeed S. A. ALSHAMY Alexandria University E-mail: [email protected] Ethiopia Kinde Getachew ABEBE Jimma University E-mail: [email protected] [email protected] Ethiopia Fisseha Mikre WELDMESKEL Jimma University E-mail: [email protected] [email protected] Mauritius Brinda RAMASAWMY MOLAYE University of Mauritius E-mail: [email protected] Nigeria Adams Otuoze Umoru ONUKA University of Ibadan E-mail: [email protected]


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Senegal Mohamadou SY Institut Supérieur de Développement Local E-mail: [email protected] Uganda Anthony Mugagga MUWAGGA Makerere University E-mail: [email protected] Uganda Lazarus NABAHO Uganda Management Institute E-mail: [email protected] Zimbabwe Peter Antonio KWAIRA University of Zimbabwe E-mail: [email protected]


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WORKING DOCUMENTS 3. DOCUMENT 1: Country Reports Here is a guideline to develop the Country Report on Credit System in each of the African countries. To this purpose, representatives of universities from the same country must agree on a process for the preparation of this report. The report will have a maximum length of 3 pages (Word, Times New Roman 12). It should be discussed with some National Authority of Higher Education in the country, in order to validate the information provided. The deadline to submit the report will be April 30 2016. Once the reports are received, the coordination team of the project will forward them to TAPAG for final review and preparation of the document to consolidate the state of the arts of credit system in Africa. Content

1. Name of the country:

2. Name of the Tuning Africa representatives who prepared the report (Name and University)

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with w hich the information provided was contrasted).

4. Is there any credit system in your country? If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M

5. Was there ever a credit system in your country? If so, how was it describe it briefly and say why it is no longer being used? Do you know if there are there any plans for developing one?

6. Since there is no credit system in the country, how are the partial periods of study recognized both between universities in your country and between these universities and others in other countries? If there are many variations, briefly describe the most commonly used.

ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM

7. Since when was the credit system in place?

8. How extensive is the system? (do all universities use it? only some? why?)

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents.

10. How is the credit measured? (contact hours? contact hours and independent work?,

others?)


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11. How many credits per year does a degree programme have?

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for

the different areas? (does the credit have the same value for Law and for Medicine, for example?)

13. How are the credits allocated to a degree programme?

14. Other comments related to the credit that you wish to make?


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3.1. Alger

1. Name of the country: Algeria

2. Name of the Tuning Africa representatives who prepared the report (Name and University) professor Hamizi Mohand, Mouloud Mammeri University

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with w hich the information provided was contrasted). The Ministry of Higher Education and Scientific Research.

4. Is there any credit system in your country? Yes there is. If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M

5. Was there ever a credit system in your country? If so, how was it describe it briefly and say why it is no longer being used? Do you know if there are there any plans for developing one? Yes there is.



7. Since when was the credit system in place? Since september 2004.

8. How extensive is the system? (do all universities use it? only some? why?) all Universities use it..


*guide_pratique_systeme_LMD_en_arabe et en français[1]


others?) Education unit is estimated in the form of credits. Credit is the burden of work; lessons, internships, a memorandum of graduation, and individual work. Credit is equal to a number of hours, between 20 and 25 hours a semester and includes teaching hours provided to students in all types of education and self-hours student work.

11. How many credits per year does a degree programme have? Each semester includes 30 credits. -180 credit for the bachelor degree. -120 credit for the Master degree. -PhD obtained after six semesters of study and research.


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12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) yes is the same measure for different levels.

13. How are the credits allocated to a degree programme? The academic year match 60 credits and evenly distributed on the hexadecimal as follows; -36 to 40 credits terminate adversarial education and individual work required. -20 to 24 credit remaining end projects and internships.


Consultations take with the professor about 3 hours a week.

Rapport sur le système de crédits et la charge de travail de l’étudiant Pays : ALGERIE Rapport élaboré par :

• Abdelbaki Noureddine de l’Université Akli Mohand Oulhadj de Bouira – Algerie • Hamizi Mohand de l’Université Mouloud Mamri de Tizi Ouzou – Algerie • Gharnaout Merzak de l’Université Youcef Benkhadda – Alger1- Algerie • Nefis Mouloud du Centre universitaire de Tamanrasset – Algerie • Bouceid Ahcen de l’Université de Guelma

Il est important de souligner que toutes les informations relatées dans ce rapport, ont été soumises à l’avis de la direction des enseignements au sein de notre ministère de l’enseignement supérieur et de la recherche scientifique. Dans un contexte de globalisation et consciente des missions qui sont dévolues à l’université, tant sur le plan interne pour assurer le développement et la maitrise du savoir et du savoir faire, que sur le plan international pour affirmer sa présence en vue de promouvoir les échanges scientifiques et la mobilité humaine à tous les niveaux, L’Algérie a entamé la reforme de son système d’enseignement supérieur à partir de 2001 et s est engagée, depuis septembre 2004, dans ce processus mondialisé de reforme des systèmes d’enseignement supérieur. A la lumière :

• des recommandations de la Commission Nationale de Reforme du Système Educatif (CNRSE), relatives aux multiples contraintes qui pèsent sur le système en place et les correctifs à apporter pour permettre à l’université algérienne de tenir pleinement son rôle dans le processus de développement du pays

• et conformément aux directives du plan de mise en œuvre de la reforme du système éducatif adopté en Conseil des Ministres le 20 avril 2002,

l’un des principaux axes du programme d’action à court, moyen et long terme, arrêté dans le cadre de la stratégie décennale du développement du secteur pour la période :2004 – 2013, concerne « l’élaboration et la mise en œuvre d’une reforme globale et profonde des enseignements supérieurs, dont la première étape est la mise en place d’une nouvelle architecture des enseignements, accompagnée d’une actualisation et mise à niveau des différents programmes pédagogiques, ainsi que d’une réorganisation de la gestion pédagogique ».


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Cette reforme a pour finalité de permettre à l’université algérienne d’améliorer ses formations pour répondre aux standards internationaux, de mieux favoriser l’intégration des établissements universitaires dans leur environnement socio-économique, d’institutionnaliser la formation continue et de développer les mécanismes de l’auto-formation. En septembre 2004, dix établissements ont été choisis comme établissements pilotes. La généralisation s’est faite d’année en année. Actuellement tous les établissements de l’enseignement sup appliquent le LMD [1]. De ce fait, la nouvelle reforme, a mené donc, à l’adoption de la nouvelle architecture : Licence – Master – Doctorat, ou LMD. Les diplômes nationaux de Licence et de Master s’obtiennent par la capitalisation d’un nombre de crédits :

• 180 crédits en Licence , à raison de 30 par semestre • 120 crédits en Master , à raison de 30 par semestre, au-delà de la Licence. • Doctora t, après trois années de recherche à l’issue d’un Master recherche.

La notion de crédit, a été introduite donc dans le système d’enseignement supérieur algérien, en 2004. Au jour d’aujourd’hui, toutes les universités algériennes, appliquent ce système de crédits dans la validation des Unités d’Enseignements (UE). Cependant, les spécialités du domaine médicale, sont les seules qui, n’appliquent pas ce système, et c’est l ancien système qui est toujours en vigueur dans les facultés de médecine. Relativement à la façon dont les crédits sont mesurés, tout d’abord et en référence à l’étude diligentée par la commission européenne, intitulée « Tuning educational structure in europe », on détermine la valeur absolue d’un crédit comme étant l’équivalent de 25 à 30 heures de travail présentiel ajouté au travail individuel. Un parcours de formation est constitué d’un ensemble d’unîtes d’enseignement UE, (fondamentales, méthodologique et transversales). Une unité d’enseignement, associe différentes matières enseignées dans un semestre. Les crédits s’obtiennent par acquisition de chaque unité d’enseignement constitutive du parcours, ou par compensation des UE d’un semestre, en se basant sur la moyenne générale des notes obtenues dans les UE, pondérées par leurs coefficients. Il n’existe pas de règle précise permettant de fixer la proportion : du travail presnetiel (cours, TD, TP, Examens) et travail personnel. Il est généralement admis que cette proportion est de ¾ pour le presentiel et d’1/4 pour le travail personnel Pour ce qui est du nombre de crédits par cursus annuel, il est de 60 crédits, que ce soit en licence ou en master. En Algérie et à l’exception des formations dans le domaine des sciences médicales, où le système LMD (Processus de Bologne) n’a pas été appliqué, les crédits sont en principe partout, mesurés de la même manière et ce, quelque soit, le niveau du cursus et la spécialité choisie, que ce soit en licence, ou en master. Les crédits sont alloués à un programme de diplôme comme suit :

• Un semestre correspond à la capitalisation de 30 crédits • Une année comprend 02 semestres, soit 60 crédits • La licence correspond à 03 ans, soit la capitalisation de 180 credits • Le Master correspond à la capitalisation de 120 crédits supplémentaires après la

licence, soit 300 crédits après le baccalauréat.


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3.2. Angola

1. Name of the Country – Angola

2. Name of the Tuning representatives who prepared the report : Katyavala Bwila University, by Judite Rosária Cassoma dos Santos

3. The information wasn´t shared with any national authority of higher education but

among Faculties Directors in UKB. Its a pratice in our institutions. So it was shared with Mr. José Nicolau, Ermelinda Cardoso.

4. Is there any credit system in the Country? There isn´t no credit system in Angola till

now.

5. In Angola there was never a credit system at any learning program. There are some movements from some universities including UKB to work towords the credit system. We are studing a way to propose to our High Education Ministry the credit system.

6. Every universities in Angola in undergraduated/master or doctorate programs, classify

their students by values: from 0 to 20. When UKB needs to send students, staff or teachers abroad to attend any program, the host university verify the curriculum and the disciplines composition and then decide how to give equivalence for them. We made aknowledge with credit system during an Exchange program with Porto University.

Benguela, may 5th 2016


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3.3. Benin and Burkina Faso Espace REESAO(Réseau pour l’Excellence de l’Enseignement Supérieur en Afrique de l’Ouest)

1) Depuis 2010

2) Le système est adopté par toutes les universités aussi bien publiques que privées.

3) Tous les pays de l’espace UEMOA(Union Economique Monétaire Ouest Africaine) disposent des documents qui peuvent être reférenciés. Le CAMES( Conseil Africain et Malgache pour l’Enseignement Supérieur) aussi sur son site web www.cames.org ,dispose de documents référenciés.

4) Le système de crédits est structuré en cours de contact( CT,TD,TP) et cours indépendant(TPE) CT : Cours Théoriques TD : Travaux Dirigés TP : Travaux Pratiques TPE : Travail Personnel de l’Etudiant

5) L' année académique est structurée en deux semestres de 30 Crédits par semestre. Chaque semestre compte pour 14 à 16 semaines.

6) 1. Les différents niveaux de grade sont structurés de la façon suivante : Licence : 180 crédits Master : 120 crédits Doctorat : 180 crédits

7) 2 .Cette distribution reste valable pour tous les domaines de l’ espace REESAO

7) De façon générale ,la répartition des crédits suit la règle suivante : - Unité de connaissances fondamentales(12-16)crédits. - Unités de spécialité(12-16)crédits. - Unités de méthodologie(4-9)crédits. - Unités de culture générale(2-4)crédits. 8) No comment. Membres de l’Equipe de Réflexion( REESAO) Nom et Prénoms Pays KOSSOU K. Dansou BENIN HOUINOU Gossou BENIN MESSAN Adamah BURKINA FASO AWA Mohamed MAURITANIE


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3.4. Botswana

1. Name of the country: Botswana

2. Name of the Tuning Africa representatives who prepared the report (Name and University): Dr Oagile Kanyeto (University of Botswana) and Dr Jane Iloanya (Botho University).

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with w hich the information provided was contrasted). Botswana Qualifications Authority.

4. Is there any credit system in your country? Yes, the National Credit and Qualifications Framework (NCQF).


2014

6. How extensive is the system? (do all universities use it? only some? why?): The NCQF Classification system covers 14 fields of learning as shown in Table 1 below, and has three layers:

(i) Fields of learning, being the broadest combination of learning outcomes with a coherent alignment;

(ii) Subfields of learning, being logical sub classifications of Fields; and (iii) Domains of learning, being the smallest coherent combination of learning

outcomes, having a more narrow and specific alignment.


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Table 1: Fields of Learning currently contained in the NCQF System Field 1: Agriculture and Nature Conservation Field 2: Business, Commerce and Management Studies Field 3: Culture, Arts and Crafts Field 4: Education, Training and Skills Development Field 5: Generic Skills Field 6: Health and Social Services Field 7: Humanities and Social Sciences Field 8: Information and Communication Technology Field 9: Law and Security Field 10: Manufacturing, Engineering and Technology Field 11: Mining and Quarrying Field 12: Natural Sciences Field 13: Physical Planning and Construction Field 14: Services and Life Sciences

The credit system is not yet being used by universities or colleges. It is being used by the Qualifications Authority to:

� establish some consistency in the understanding of what is included within each discipline area; and

� enable stakeholders to readily locate part qualifications or qualifications that may be of interest to them.

7. Are there any reference documents on credit system in your country that you can

quote? Give references to the main documents. Yes. CLASSIFICATION OF FIELDS OF LEARNING OF THE NATIONA L CREDIT AND QUALIFICATIONS FRAMEWORK (NCQF), Botswana Quali fications Authority (BQA).


others?): Notional hours, i.e., contact hours as well as independent learning time.

9. How many credits per year does a degree programme have? 120 Credits (1200 notional hours).

10. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?): Yes

11. How are the credits allocated to a degree programme?: By estimating the notional hours required for the learner to acquire the intended learning outcomes.

12. Other comments related to the credit that you wish to make? Currently, Botho University uses the 120 credits per year per degree programme, bench marked against the UK, Australia and New Zealand systems. The University of Botswana uses an average of 30 to 36 Credits per year (15 to 18 Credits per Semester). The University of Botswana credit system is based on contact hours only, where a 3-credit course is has 3 lecture hours per week.


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3.5. Burundi

1. Name of the country : BURUNDI 2. Name of the turning Africa representatives who prep ared the report :

Grégoire NDAYONGEJE - Université Espoir d’ Afrique (Hope Africa University). 3. All information referred in this report was discuss ed with : Venant NYOBEWE ,

Principal adviser of National Commission of Higher Education. 4. Is there any credit system in your country : Yes 5. Since when was the credit system in place : Since 2012. This is the date on which the

country adopted the new system. LMD = (Licence – Maitrise – Doctorat) : Bachelor , master’s degree and PhD.

6. How extensive is the system? Do all universities use it? Only some? Why? The system is good in the country. Yes, all universities use it. The National commission of Higher Education has given two years to all national universities for doing and implementing the system. In the country there are 41 universities and higher institutes. All those universities and higher institutes using the credit system.

7. Are there any reference documents on credit syst em in your country that you can quote? Give reference to the main documents. Yes there are some documents. The principal is: “La loi No 1/ 22 du 30 Décembre 2011 portant réorga nisation de l’Enseignement Supérieur au Burundi (Low No 1 / 22 December 30 th,2011 about Reorganization of Burundi Higher Education ).

8. How is the credit measured? (Contact hours? cont act hours and independent work? Others? In our country, 1 credit = 25 hours. 15 hours are for lecture presence in class and 10 hours are for individual work.

9. How many credits per year does a degree program me have? A degree programme has 60 credits per year. For one semester, a degree programme has 30 credits per semester.

10. Is the same measure of credit used for differen t levels (bachelor, master, PhD)? And for the different areas? (Does the credit have the same value for Law and for Medicine, for example? Yes, the same measure of credit is used for different levels, and for different areas. The credits have the same value for different programme. But for the students in some degree progremme like Medicine Engineer, they add some credits.

11. How are the credits allocated to a degree progr amme? For a degree programme 180 credits are allocated. But in Medicine programme, 420 credits are allocated, and in engineer, 240 credits are allocated.

12. Other comments related to the credit that you w ish to make? I think that all information about credit System about our country is given. Rev. Grégoire NDAYONGEJE Université Espoir d’Afrique (Hope Africa University) – BURUNDI


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3.6. Cameroon 1. Name of the country: CAMEROON

2. Name of the Tuning Africa representatives who prepared the report ROBERT

NZENGWA, UNIVERSITY OF DOUALA

3. All information referred in this report was discussed with: THE DAUQ at the MINESUP CAMEROON

4. Is there any credit system in your country? YES If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M




7. Since when was the credit system in place? 2007

8. How extensive is the system? ALL UNIVERSITIES BOTH PUBLIC AND PRIVATE

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. SEE ATTACHED DOCUMENT

10. How is the credit measured?

ONLY CONTACT HOURS ARE COUNTED BUT PERSONNAL TIME S PENT ON ASSIGNEMENT ARE EVALUATED THROUGH CONSIDERATION OF MARKS OBTAINED ON HOME WORK

11. How many credits per year does a degree programme have? BACHELOR 180 CREDITS MASTER 120 CREDITS PhD 300 CREDITS

12. Is the same measure of credit used for different levels (bachelor, master, PhD)?

and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) BACHELOR AND MASTER LEVELS ARE EVALUATED IN THE SAM E WAY BUT DIFFERS FROM ONE AREA TO THE OTHER. IN THE PhD LEVEL IT DEPENDS ON THE DOCTORATE SCHOOL

13. How are the credits allocated to a degree programme?


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AS STATED IN QUESTION 11. BUT THE NUMBER OF HOURS P ER CREDIT VARY FROM ONE AREA TO THE OTHER


MODULES DO NOT HAVE THE SAME NUMBER OF UNIT COURSES . IN CERTAIN FACULTIES OR PROFESSIONNAL SCHOOLS MODULES ARE GENE RALLY REDUCED TO ONLY ONE UNIT COURSE CALLED ELECTIF. THI S MEANS THAT A STUDENT SHOULD PASS IN ALL THE UNIT COURSES. COMPEN SATION IS NOT ALLOWED

TUNING CAMEROUN Réunion autour du système de crédits et charge de t ravail des étudiants du 02 mars 2016

à Addis Abeba en Ethiopie. L’an deux mil seize et le deux du mois de mars, il s’est tenu à l’hôtel Hilton d’Addis-Abeba en Ethiopie à partir de 8 heures et vingt minutes, sous la présidence du Professeur Awono Onana Charles, une réunion portant sur le système de crédit au Cameroun et la charge de travail des étudiants. L’objectif étant de préparer le rapport du Cameroun sur le Système de crédit et la charge de travail des étudiants qui est attendu par l’équipe de coordination du projet Tuning Afrique phase 2 au plus tard le 30 avril 3016. Les différents points suivant ont été adoptés en attendant leur développement en fonction des documents disponibles :

i) Mise à jour des coordonnées exactes de toutes les personnes impliquées dans le projet Tuning phase 2 au Cameroun.

ii) Faire un rapport sur le projet Tuning en général et le soumettre au Ministre de l’Enseignement Supérieur en prenant soin d’envoyer une copie à chaque Recteur des 8 Universités d’Etat.

iii) Proposer au Ministre et à chaque Recteur de désigner un point focal pour s’associer à nous.

iv) Proposer à chaque Université de prendre en charge son point focal ou ses représentants lors des différentes rencontres en terre Camerounaise pour cette phase 2.

v) Solliciter la mise en place d’un cadre de présentation du projet Tuning Afrique. Le système de crédit est en vigueur au Cameroun depuis 2004 et toutes les Universités sont concernées. Mais il n’y a pas encore une harmonisation au plan national bien que chaque Université ait été obligé d’adopter le système LMD avec crédits. Tout est pris en compte dans ce système, cependant il n’ya pas encore une méthodologie permettant de mesurer le travail personnalisé de l’étudiant (TPE). Le système LMD permet d’avoir 60 crédits par an à raison de 30 par semestre et la même mesure est utilisée. En outre, le système d’allocation des crédits se fait non seulement par semestre, mais aussi en fonction du volume horaire qui est variable d’une université à l’autre au plan national. Pour ne pas courir après les délais, nous avons proposé de ramener la date limite au 31 mars 3016. La réunion a pris fin à 08h 50 mn. Le tableau suivant nous donne les coordonnées des personnes directement impliquées dans Tuning Phase 2 au Cameroun : Noms et prénoms Emails et Contacts Université Discipline Tuning Awono Onana [email protected] Yaoundé 1 Ingénierie


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Charles (+237) 699.07.18.33 Mécanique Ngoa Tabi Henri [email protected]

(+237) 699.83.06.72 Yaoundé 2 Economie

Nzengwa Robert [email protected] (+237) 699.81.87.45

Douala Génie Civil

Raidandi Danwe [email protected] (+237) 6

Maroua Géologie Appliquée

Tankou Mubeteneh Christopher

[email protected] (+237) 697.44.58.93/ 677.66.03.04

Dschang Sciences Agricoles

Tchitchoua Jean [email protected] (+237) 699.25.69.35

Yaoundé 2 Gestion Enseignement Supérieur

Les structures ayant participé à cette réflexion au Cameroun sont : l’Inspection générale académique, la direction en charge de la qualité, les représentant des structures en charge de l’enseignement (université de Yaoundé I et université de Douala). Le rapporteur Tchitchoua Jean


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50


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3.8. Côte d’Ivoire 1. Name of the country: Côte d’Ivoire 2. Name of the Tuning Africa representatives who prepared the report (Name and University)

1. TIHO Seydou Université Nangui Abrogoua 2. Prof KODO Michel Université Allassane Ouattara

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the info rmation provided was contrasted). Ministère Enseignement supérieur et de la Recherche Scientifique (MESRS) 4. Is there any credit system in your country? Oui (référence Arrêtés N° 248 /MESRS/DGES/ du 13 décembre 2011 organisant la Licence ; N°249/MESRS/DGES/ du 13 décembre 2011 organisant le Master le N°250 /MESRS/DGES/ du 13 décembre 2011 organisant le Doctorat If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M 5. Was there ever a credit system in your country? If so, how was it describe it briefly and say why it is no longer being used? Do you know if there are there any plans for developing one? 6. Since there is no credit system in the country, how are the partial periods of study recognized both between universities in your country and between these universities and others in other countries? If there are many variations, briefly describe the most commonly used. ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM 7. Since when was the credit system in place? Septembre 2012 8. How extensive is the system? (do all universities use it? only some? why?) Toutes les universités de Côte d’Ivoire 9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. Directive 03-2007-CM-UEMOA portant adoption LMD (UEMOA = Union Economique et Monétaire Ouest Africaine); Décret n° 2009-164 du 30 Avril 2009 ; Arrêté N° 248 /MESRS/DGES/ du 13 décembre 2011 organisant la Licence ; Arrêté N°249/MESRS/DGES/ du 13 décembre 2011 organisant le Master Arrêté N°250 /MESRS/DGES/ du 13 décembre 2011 organisant le Doctorat 10. How is the credit measured? (contact hours? contact hours and independent work?, others?) Contact hours and independent work 11. How many credits per year does a degree programme have? 60 credits 12. Is the same measure of credit used for different levels (bachelor, master, PhD)? (Oui) and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) Oui 13. How are the credits allocated to a degree programme? Licence : 180 crédits (3 ans) Master: 120 crédits (2 ans) Doctorat: 180 crédits (3 ans) 14. Other comments related to the credit that you wish to make?


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3.9. Djibouti

1. Name of the country:Djibouti

2. Name of the Tuning Africa representatives who prepared the report (Name and University) : Abdillahi Aptidon Gombor and Bernadette Smeesters

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with w hich the information provided was contrasted : President of University.

4. Is there any credit system in your country? yes If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M





8. How extensive is the system? (do all universities use it? only some? why?) no, only the Faculty of Medicine hasn’t it, because it is part of the University of Djibouti since 2015

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. The curriculum courses, approved by order of the Government


others?) : contact hours

11. How many credits per year does a degree programme have? 60

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) : yes with the exception of the Faculty of Medicine

13. How are the credits allocated to a degree programme? by decision of the scientific and teaching council, representing the university faculty

14. Other comments related to the credit that you wish to make? no


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3.10. Egypt -Name of the country: Egypt -Name of the groups representatives: Ahmed Ragab (MD,PhD Brussels) Prof.of Otorhinolaryngology, faculty of Medicine, Menoufia University, Egypt -Methods used in answering the needed information: The data was collected according to the spatiality as follows:

• Country report about credit system and student work load: (Engineering): 1. Name of the country: Egypt 2. Name of Tuning Africa representative :

Dr. Chahinaz A. R. Saleh (Cairo University) 3. All information referred in this report was discussed with:

- Supreme Council of Universities (SCU), Sector Committee for Engineering, Technological and Industrial Studies

4. Is there any credit system: Yes

7. Since when was credit in place? There are two systems of credits in under-graduate Engineering Education in Egypt:

1- The traditional 2-semester system which started on 1990.

2- The credit hour system which started on 2006.

The pre-1990 system was imitating the British system of engineering education.


The traditional system is adopted universally by all public universities in their 25 colleges of engineering. A few private universities and institutions also adopt the traditional system. In addition, about 50 % of public universities adopt a parallel system based on the US credit hours. The credit hour system is adopted in most private universities.


- Yes , there is a reference which approved by the supreme council of Universities- Sector Committee for Engineering, Technological and Industrial Studies. It is “the reference frame for undergraduate study using the credit hours system- Engineering sector”

10. How is the credit measured? (contact hours? contact hours and independent work?, others?)

Traditional System

• The contact hours/ week = 30 hrs.

• 16 week/semester • Each contact hour =

25 points • Points per semester

= 30 x 25 = 750 point

American Credit Hour System

- 1 credit hour = 1clock hour lecture accompanied by 2 hours of independent work = 2 clock hours of tutorials +1 hour of independent work =


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• Bachelor degree = 10 semesters

• Total points per degree = 7500 point

3 hours of lab - A course of 3 credit

hours is equivalent to 9 hours of total student workload.

11.How many credits per year does a degree program have?

Traditional System

30 contact hours per week for 16 week per semester = 480 contact hour per semester Contact hour per year = 480 x2 = 960 contact hours

American Credit Hour System

About 18 credit hours per semester = 36 credit hours per year.

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) -Bachelor -Master -PhD

The American credit hours system is used almost universally for post-graduate studies in Engineering (M.Sc. and Ph.D). A M.Sc. in Engineering Sciences is worth about 40 credits, of which about 22 credits are allocated for courses and 18 credits for the thesis. A Ph.D. in Engineering Sciences is worth 48 credits, of which 18 credits are allocated for courses, the comprehensive exam, and 30 credits for the Ph.D. thesis.

13. How are the credits allocated to a degree program?

This is usually regulated by the Supreme Council of Universities, the entity responsible for regulation of higher education at the national level. For engineering studies, the Engineering Sector Committee is the entity advising SCU.


ECTS is adopted in some postgraduate programs established between Egyptian and EU universities, usually in interdisciplinary subjects.

Country report about credit system and student work load: (Economics and Political Science): 13. Name of the country: Egypt 14. Name of the Tuning Africa representatives who prepared the report (Name and University)

Professor Hala Sakr, Faculty of Economics and Political Science, Cairo University Pakinam Fikry, Faculty of Economics and Political Science, Cairo University

15. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with which the information provided was contrasted).

Answer: Quality Assurance Center-Cairo University (Prof.Haymen Zein Alabedeen). Also, interviews were conducted with professors from the Faculty of Economics and Political Science who have contributed to the application of the credit hour system in the Faculty (Prof.Sherine Elshawarby, Prof.Mahmoud Elsaid, Prof.Laila Elzeiny).

16. Is there any credit system in your country? Answer: Yes.

7. Since when wasthe credit system in place? Answer: It started in 2015/2016.


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8. How extensive is the system? (do all universities use it? only some? why?) Answer: Only some faculties apply it in Cairo University; such as Faculty of Economics and Political Science, Faculty of Agriculture, Faculty of Dentistry, Faculty of Engineering and Faculty of Science. In addition to that, some faculties apply the system to some programmes only; such as the Faculty of Commerce. This is due to the large number of students, the insufficient number of teaching staff and the insufficient and inadequate infrastructural capacity to apply the system.


Answer: There is no specific reference document on credit system since it differs from one faculty to another depending on its rules and regulations.


Answer: It differs from one faculty to another, for example the Faculty of Economics and Political Science uses contact hours, while the Faculty of Dentistry uses contact hours and independent work.

11. How many credits per year does a degree programme have? Answer: Undergraduate Programme: 36 credit hours per year.

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? Answer: The same measure of credit is used for different levels, however it differs from one area to another.

13. How are the credits allocated to a degree programme? Answer: Undergraduate Programme: In order to obtain a bachelor degree at the Faculty of Economics and Political Science, students must take 142 credit hours divided as follows: Major (89 credit hours) - Faculty Core (41 credit hours) – Minor (12 credit hours). Postgraduate Programme: • Masters: 24 credit hours are allocated for courses while 12 credit hours are

allocated for the thesis. • PhD: 24 credit hours are allocated for courses while 48 credit hours are allocated

for the thesis. • Country report about credit system and student work load:(Medicine):

1. Name of the country: Egypt 2. Name of Tuning Africa representative :

-Dr. Ahmed Ragab (Menoufia University), Bader Eldin Mosbah (Suez Canal University). 4. Is there any credit system: Yes

7. Since when was credit in place? In undergraduate :

The start was in Manchester system in Mansora University and then Ain-Shams 2013 and Menoufia 2014,Alexandria 2014 too. In post graduate: It was started in 2009 in Menoufia University and in Suez Canal 2016 and 5 years before in other universities and now started in most of the universities.


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Most of the universities implement it in postgraduates.


- Yes , there is a reference which approved by the supreme council of Universities National Academic Reference Standards (NARS)


Contact hours


In undergraduate: After completing six years of studies to qualify for an MBBS degree students study a total of 245 credit hours with 40 credit hour/ year.


-Diploma and Master: at least 30 credit hours -PhD: at least 69 credit hours


This is usually regulated by the Supreme Council of Universities, the entity responsible for regulation of higher education at the national level.

Country report about credit hour system and student workload: (Education)


Prof. Hani A. Farag (Alexandria University) 7. All information referred in this report was discussed with:

- Supreme Council of Universities (SCU), Sector Committee for Education. 8. Is there any credit system: Yes 7. Since when was credit in place?

Credit Hour System has been in place in Faculty of Education, Alexandria University, since 15/2/2009. It is implemented in the graduate level whereas the undergraduate level is still following the traditional system (One year of two semesters divided into different courses rather than credits).


• There are three faculties in charge of Teacher Education in Egypt: Faculty of Education, Faculty of Kindergarten and Faculty of Specific Education.

• Credit Hour System is not adopted nationwide as some faculties adopt it whereas others follow the traditional system.

• Those faculties adopting Credit Hour System implement it at graduate level whereas undergraduate level programmes adopt the traditional system.

• The implementation of Credit Hour System differs from one university to another and the same university from a faculty to another. It even differs among different departments at the same faculty.


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• Thus, in terms of application of Credit System in Egypt, there are variations at the university level, faculty level and department level.


Yes, there is a reference which is approved by the Supreme Council of Universities- Sector Committee for Education. It is titled “Student Guide for post graduate studies according to Credit Hour System".


• In general, for all programmes at different departments, duration of an academic hour at my university is 60 minutes (Teaching hour).

• 1 credit hour is a measuring unit for deciding the weight of each course in the semester.

• 1 credit hour equals: − 1 hour of theoretical lecture per week − Or 2 hours of practical work or laboratory work

per week. − Or 4 hours of field work per week across the

whole semester. • As far as the programme of "Quality of Educational

Systems and Academic Accreditation" is concerned, number of credits per year is 22 credits (22 teaching hours: 18 compulsory and 4 elective).


• It differs from a programme to another and also differs at departmental level. As far as the programme of "Quality of Educational Systems and Academic Accreditation" is concerned, number of credits per year is 22 credits (22 teaching hours: 18 compulsory and 4 elective).


• The measure of credit for different levels is variable. As far as Education programmes are concerned, there are five different graduate levels:

• General Diploma. This is a one-year programme for graduates from Faculties of Arts and Sciences, who would like to work as teachers. Graduates of this programme are awarded the degree of "General Diploma in Education". They are eligible to teach in both middle and secondary schools. General Diploma is 30 credits (30 teaching hours: 28 compulsory and 2 elective).

• Professional Diploma is 22 credits (22 teaching hours: 18 compulsory and 4 elective).

• Special Diploma is 24 credits (24 teaching hours: 18 compulsory and 6 elective).

• MA is 32 credits (32 teaching hours divided into 24 hours for courses and 8 hours for thesis). As far as courses are concerned, they differ from a department to another and from a programme to another. In general, two courses are elective whereas the rest is compulsory.

• Ph.D. is 42 credits (42 teaching hours divided into 21 hours for courses and 21 hours for thesis). The 21


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teaching hours cover a group of courses. The number of courses differs from a department to another and from a programme to another. In general, two courses are elective whereas the rest is compulsory.


• This is usually regulated by the Supreme Council of Universities (SCU), the entity responsible for regulation of higher education at the national level. For Education studies, the Education Sector Committee is the entity advising SCU.

• It is worth noting that this stage is followed by consultations at departmental levels at each Faculty to decide the allocation of credits and courses.


• We wish to have a credit system which is unified at the national level to facilitate student mobility from a university to another at the same country.

• A second stage is to have a credit system which is comparable to other African universities to facilitate harmonisation process and student mobility. This issue is of paramount importance when bearing in mind that both Cairo University and Alexandria University have branches in Sudan and are planning to have branches in Republic of Chad and other African countries.

Country report about credit hour system and student workload (Education)


Prof. Hani A. Farag (Alexandria University) 11. All information referred in this report was dis cussed with:

- Supreme Council of Universities (SCU), Sector Commi ttee for Education.

12. Is there any credit system: Yes

7. Since when was credit in place? Credit Hour System has been in place in Faculty of Education, Alexandria University, since 15/2/2009. It is implemented in the graduate level whereas the undergraduate level is still following the traditional system (One year of two semesters divided into different courses rather than credits).


• There are three faculties in charge of Teacher Education in Egypt: Faculty of Education (29), Faculty of Kindergarten (9) and Faculty of Specific Education (17).

• Credit Hour System is not adopted nationwide as some faculties adopt it whereas others follow the traditional system.


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• Those faculties adopting Credit Hour System implement it at graduate level whereas undergraduate level programmes adopt the traditional system.

• The implementation of Credit Hour System differs from one university to another and the same university from a faculty to another. It even differs among different departments at the same faculty.

• Thus, in terms of application of Credit System in Egypt, there are variations at the university level, faculty level and department level.


Yes, there is a reference which is approved by the Supreme Council of Universities- Sector Committee for Education. It is titled “Student Guide for post graduate studies according to Credit Hour System".


• In general, for all programmes at different departments, duration of an academic hour at my university is 60 minutes (Teaching hour).

• 1 credit hour is a measuring unit for deciding the weight of each course in the semester.

• 1 credit hour equals: − 1 hour of theoretical lecture per

week − Or 2 hours of practical work or

laboratory work per week. − Or 4 hours of field work per week

across the whole semester. • As far as the programme of "Quality of

Educational Systems and Academic Accreditation" is concerned, number of credits per year is 22 credits (22 teaching hours: 18 compulsory and 4 elective).


• It differs from a programme to another and also differs at departmental level. As far as the programme of "Quality of Educational Systems and Academic Accreditation" is concerned, number of credits per year is 22 credits (22 teaching hours: 18 compulsory and 4 elective).


• The measure of credit for different levels is variable. As far as Education programmes are concerned, there are five different graduate levels:

• General Diploma. This is a one-year programme for graduates from Faculties of Arts and Sciences, who would like to work as teachers. Graduates of this programme are awarded the degree of "General Diploma in Education". They are eligible to


61

teach in both middle and secondary schools. General Diploma is 30 credits (30 teaching hours: 28 compulsory and 2 elective).

• Professional Diploma is 22 credits (22 teaching hours: 18 compulsory and 4 elective).

• Special Diploma is 24 credits (24 teaching hours: 18 compulsory and 6 elective).

• MA is 32 credits (32 teaching hours divided into 24 hours for courses and 8 hours for thesis). As far as courses are concerned, they differ from a department to another and from a programme to another. In general, two courses are elective whereas the rest is compulsory.

• Ph.D. is 42 credits (42 teaching hours divided into 21 hours for courses and 21 hours for thesis). The 21 teaching hours cover a group of courses. The number of courses differs from a department to another and from a programme to another. In general, two courses are elective whereas the rest is compulsory.


• This is usually regulated by the Supreme Council of Universities (SCU), the entity responsible for regulation of higher education at the national level. For Education studies, the Education Sector Committee is the entity advising SCU.

• It is worth noting that this stage is followed by consultations at departmental levels at each Faculty to decide the allocation of credits and courses.


• We wish to have a credit system which is unified at the national level to facilitate student mobility from a university to another at the same country.

• A second stage is to have a credit system which is comparable to other African universities to facilitate harmonisation process and student mobility. This issue is of paramount importance when bearing in mind that both Cairo University and Alexandria University have branches in Sudan and are planning to have branches in Republic of Chad and other African countries.


62

3.11. Eritrea 1. Name of the country: The State of Eritrea 2. Melake Tewolde Tecleghiorgis College of Business and Economics-Halhale Department of Economics P.O. Box 12 492 Asmara, Eritrea. 3. Professor Tadese Mehari, Executive Director, National Commission for Higher Education (NCHE) P.O.Box 1220 Asmara, Eritrea 4. Credit system in Eritrea The College of Business and Economics, including all other institutions of higher education (IHE) in Eritrea use semester credit system since 1979. The 2008 Guidelines issued by the then National Board for Higher Education 2008 (now National Commission for Higher Education) also clearly show that the students’ load in all IHE is based on semester credit system. Each IHE has two semesters per year, and a semester has 16 weeks. Each student in the BA/BSc/MD degree program is expected to take 15-19 credit hours per semester1. Similarly, the 2015 guidelines for graduate program issued by the NCHE states that a graduate student should accumulate a total of 36-44 credits to qualify for graduation2. Every student will thus have 15-19 contact hours per week. 7. Credit System at the Institutions of Higher Educ ation in Eritrea The College of Business and Economics, in which the Department of Economics belongs to has been part of University of Asmara since its establishment in 1958 (University of Asmara, 1983)3. The College has been offering degree and diploma programs. The College of Business and Economics as part of University of Asmara has adopted credit system since 1979 when the University was converted into public national university by the colonial Ethiopian Government. 8. Extensiveness of the credit system in Eritrea At the time of liberation in 1991, The Government of the State of Eritrea (GoSE) inherited ill-equipped University that does not respond to the skilled labor force demand of the country for its development and reconstruction. Since the liberation of the country in 1991, the Government has given a top priority to the development of education at all levels with the objective of building the required human capital needed for the country’s reconstruction and sustainable economic development. In line with the national development priorities, the GoSE has established seven public institutions of higher education, namely five colleges, one Institute (Eritrea Institute of Technology) and one Medical School (Orota School of Medicine). All IHE in Eritrea offer diploma, BA/BSC/ MD and some have MA/MSC degrees in different disciplines. The NCHE is the governing body of the IHE in Eritrea. It is responsible for formulating and implementing polices and programs for the development and efficient operation of the system of higher education in Eritrea.

1 National Board for Higher Education 2008. Rules and regulations pertaining to Academic performance of Students , January 2008, Asmara. 2 National Commission for Higher Education 2015 Draft Guidelines for graduate programs Credit system of other Colleges and institutes. As already indicated Eritrea has public institutions of higher education which offer degree programs in different disciplines. The number of years and the credits for graduation; however, vary in different institutions . 3 Asmara University 1983. General Catalogue 1983-84 Academic Year.


63

9. Reference documents on credit system Each IHE in Eritrea has its own formally approved curriculum which clearly shows the credit requirement for a student to graduate with a BA/BSc, MA/MSc or MD degree. The duration of stay in the IHE and the credit requirements for graduation also vary depending on the nature of the discipline and the duration of study which ranges from 4-6 years. Thus, all the IHE in Eritrea uniformly use the credit system. Every IHE also has approved curriculum and guidelines on credit system issued by the National Commission for Higher Education. 10. Measurement of Credit system of a degree progra m Following the independence of Eritrea in 1991, the curriculum of the College of Business and Economics was reviewed during the International Symposium on the Revitalization of the University of Asmara held in 1992. Along these lines, a College-wide curriculum revision was also made in June 1998. The College of Business and Economics also revised its curriculum in 2009 which from the very beginning is based on credit system and it is still using the 2009 approved curriculum (CBE, 2009)4. One credit hour is equal to three working hours of the instructor which is composed of: (i) one hour preparation of the instructor for lecture; (ii) one hour lecture delivered by the instructor to the students in the class; (iii) one hour devoted to tutorials and /or preparation and correction of the assignments given to the students as well as advising the students. In the College of Business and Economics the duration for BA degree student is 4 years. The load of the students in the Department of Economics like other departments in the IHE is based on the lecture hours delivered in the class. This means that a student will have 15 -19 contact hours (lecture hours in the class) per week. The academic performance of the students in all the IHE in the country is evaluated on a semester basis. Academically good standing student is one who has both current and cumulative grade average point (GPA) of 2 and above out of 4. The academic year of all the IHE is September to June, which is divided into two semesters. Semester I: September –January and Semester II: Mid February –June. In all the IHE in Eritrea, the required credit for graduation ranges from 136-144 credits. 11. Credits per year for a BA/BSc /MD degree progra m Each student in the BA/BSc /MD degree program at the IHE in Eritrea takes 15-19 credit hours per semester. This means a student takes 30-38 credit hours per year. The load of degree student in the College of Business and Economics is 18 credit hours per semester, a total of 36 credit hours per year. In the first year, students take common courses (freshman courses) without being assigned to their respective departments. When students complete their freshman courses, in their 2nd year, they are assigned to their respective Departments based on choice and merit. In the Department of Economics, during 2nd and 3rd year, and first semester at the 4th year level, the students take 18 credit hours per semester, a total of 36 credit hours per year, while in the 2nd semester of their final year, the students take 16 credit hours only. The requirement for BA degree in Economics is 136 credit hours which include:

a) General /freshman courses of 36 credit hours b) Economics courses/Core courses constitute 76 credits. These include the entire

economic courses (economic theory, quantitative economics and applied economics) offered to the Economics students during the four years of their stay at the Department.

c) Related Courses constitute 24 credits. These are Accounting, Management and Public Administration courses offered at different semester to the Economics students by the

4 College Of Business and Economics –Halehale 2009. 2nd Revised Curriculum for Degree and Diploma Program


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Department of Accounting, Department of Management, and Department of Public Administration respectively.

Courses Number of courses offered Credit hours per course

Total credits per year

General /freshman courses

12 courses per year (6 courses per semester )

3 36

Economics courses

25 courses The students take 12 courses per year (6 courses per semester which include economics and non-economics offered at different semesters during their four year stay in the Department of Economics

3*5

76

Related Courses offered by other departments

8 courses offered to Economics students at different semesters during their four year stay in the Department of Economics.

3 24

Total credits required for BA Degree in Economics 136 credits 12 Measures of credits in different levels (bachelo r, master and PhD) The IHE in Eritrea have been predominantly providing BA/BSc/MD programs. The credits in the BA/BSc/MD programs are also measured through credit hours per semester which varies from 15 to 19 credit hours. The six-year MD program produces trained physicians (medical doctors), while the law program covers five years and it produces trained lawyers and awards LLB degree The credit system for law and medicine are thus the same as other fields of studies in Eritrea. The medicine students, however, have lots of practical and lab works as part of their load, and the law students have to do lots of case studies related to their fields as part of their load. 13. Allocation of credits to a degree program In all the IHE in Eritrea, there are departments which have approved degree programs that include all the course description, textbook to be used and the credit hours for each specific course. The courses are categorized by year and semester with their title, codes and credit hours. Then each student is offered 15-19 credit hours by his/her respective department during the beginning of the semester.

*5 One course: Senior Easy in Economics which the students write a Paper in their final year has 4 credit hours


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3.12. Ethiopia

I. Name of the Country : ETHIOPIA II. Name of Tuning Africa Representatives who prepared the report

1. Dr. Mitiku Bekele Jimma University 2. Prof. Venkata Rammaya Ancha Jimma University

III. Ethiopian Education Strategy Centre (ESC), which is a national authority for higher

education in the country for issues related to credit transfer system, has been consulted and documents prepared by the agency are reviewed.

IV. Yes, all Ethiopian public universities used to follow American credit system till some time ago. In this credit system the credit hours are the number of hours of instruction that the course is scheduled for per week. These instruction hours would only consider face to face contact hours with the instructor. For example these hours could involve lecture hours, tutorial practice/laboratory /workshop and practical instruction. Degree programs require that a specified number of credit hours, and therefore courses, be accumulated by the student as one of the graduation requirements. For example,

4.1 BA Degree in Educational Planning and Management (Modularized and Harmonized Curriculum). European Credit Transfer System (ECTS)

Year III Semester I SN Modu

le Code

Module Name

Module EtCTS

Course Code

Course Name Course ECTS

Equivalent Cr. Hrs (Old system

Delivery System 1 EdP

M- M1071

Policy in Education

19 EdPM3071

Ethiopian Constitution and Education Laws

3 2 Block

2 EdPM3072

Education Policy Formulation,

5 3 Block

3 EdPM3073

Decentralized Educational Management

3 2 Block

4 EdPM3074

International and Comparative Education

3 2 Block

5 TECS3075

Curriculum Studies 5 3 Block 6 EdP

M- M1081

Supervision and Quality Enhancement in

13 EdPM3081

Educational Supervision 5 3 Block 7 EdPM308

2 Instructional Leadership 3 2 Block

8 EdPM3083

School Improvement and Quality

5 3 Block

9 Senior Essay A

EdPM3084a/ 3101a

Senior Essay A 0 0 parallel

Total 32 32 20

Table 4.2 BSC Degree in Mechanical Engineering (Modularized and harmonized curriculum) European Credit Transfer System (ECTS)

Year IV

Semester I


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Course Code Course Title Cr. hr ECTS Lec. Tut. Lab

P. H.S

MEng4251 Material Handling Equipments 3 5 32 48 0 55

MEng4202 IC Engines and Reciprocating Machines

3 5 32 48 0 55

MEng4262 Fluid Power Systems 3 5 32 16 32 55 MEng4221 Motor Vehicle Engineering 3 4 32 0 48 55

MEng4192 Welding, Metal Forming and Casting Laboratory Practice

1 2 0 0 96 0

MEng4203 IC Engine and Turbomachine Lab

1 2 0 0 48 6

MEng4191 Workshop Practice II 2 3 0 0 6 0

Elective I MEng Elective subject 3 5 32 48 0 55

Total Semester Cr. 19 31 160 160 230 281

NB: H.S means home study

VII. Since inception, all Ethiopian public universities used to follow American Credit System. Then, in the year 2006/7 under Ethio-German Collaboration, Engineering Capacity Building Program (ECBP) was launched and consequent to this initiative all the curricula in engineering faculties were reviewed. As part of this curriculum reform it was decided to switch over from American Credit System to ECTS. In the beginning both of these credit systems used to be mentioned in the curriculum documentation showing their equivalence. But now, as part of harmonization initiative launched by Ministry of Education, Government of FDR of Ethiopia and as per the mandate, ECTS (European Credit Transfer System) has been introduced in all public universities across all the disciplines in 2014/15 which allows the comparability and compatibility of degrees so as to facilitate mobility and credit accumulation.

VIII. Even though ECTS has been in use since 2006/7 in Engineering Fuculties of the

existing universities, as a pilot it was extended to all disciplines in 2011 in four public universities namely Hawasa University, Debre Markos University, Bahir Dar University and Debre Berhan University). Later in 2014/15 it was extended into all public universities and disciplines in the country.

IX. Yes, the document by ESC is mainly used for the implementation of the credit

transfer system.

www.dtu.edu.et/.../Harmonised -Academic-Policy for Ethiopian Public Higher Education Institutions www.academia.edu/.../The_Ethiopian_National_QualificationsFramework

X. The credit is measured both in terms of contact hours and students’ independent

work hours. ECTS includes classroom lecture hours, guided tutorials, laboratory/ workshop practices as well as independent work involving home study as illustrated in Table 4.2. Even though the relative proportion of these sub categories might vary depending on the nature of the subject. Roughly it can be taken as one ECTS requiring a total student workload in the range of 25-32 hours per semester. You


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can see table 4.2 for the detail break up for concerned subjects in a particular semester of undergraduate program in mechanical engineering.

XI. All programs, on average have 60 ECTS per year.

XII. This measure of credit is used for all Undergraduate programs. At Masters Level, it

is being used in engineering disciplines but it is still to be extended to all disciplines at Masters and PHD level. The credit value for a subject is determined by the nature and complexity of the subject yet there is no differentiation among various disciplines.

XIII. The driving force for credit allocation in our system is realization of the graduate

and program profile. In our country, competency based education is in place. In this regard modularizations of the curricula have been carried out. Therefore, the basis for credit allocation follows the allocation of credits on an individual module basis that addresses specific competency clusters.

Comments Even though curricula have been harmonized, on the assessment part subjectivity among universities persists and it is important to harmonize the assessment as well. Even though, regional initiatives such as East African Credit Transfer System have been worked out, there is the need for continental level initiatives like African Credit Transfer System (ACTS) where Tuning Africa Phase II can bring about consensus and contribute. The students’ participation in the ECTS allocation for different subjects, in earlier Times used to be only to a limited extent. Hence, the Turning Africa Phase II initiative towards involving students’ voices deserves appreciation.


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3.13. Gabon 1) Nom du pays : GABON 2) Nom du Représentant TUNNING : Théophile MAGANGA 3) Le rapport est discuté sous l’autorité du professeur Marc-Louis ROPIVIA, Recteur de l’Université OMAR BONGO. 4) Au Gabon existe un système de crédits dans les universités et établissements d’enseignements supérieur (EES) du Gabon. 7) Le système de crédits est mis en place depuis 2007 (cf. décret n°000940/PR/MESR du 16 octobre 2007 portant application du système LMD dans les universités et les établissements d’Enseignement Supérieur en République Gabonaise, dans le cadre des directives de la Communauté Économique et Monétaire de l'Afrique Centrale (CEMAC). 8) Le Gabon compte trois universités publiques au Gabon à savoir : l’Université OMAR BONGO (UOB), l’Université des Sciences et Techniques de MASUKU (USTM) et l’Université des Sciences de la Santé (USS) qui ont toute basculé dans le système Licence-Master-Doctorat (LMD), Ce système inspiré de celui de Bologne utilise le l’évaluation selon la pratique de crédits. A côté de ces universités subsistent des grandes Écoles professionnelles qui utilisent aussi le système de crédits : l'École Normale supérieure (ENS), l’École Nationale des Sciences de Gestion (ENSG) et quelques programmes internationaux comme le Programme de renforcement de capacités en Afrique (ACBF) à travers le Programme de Formation en Management du Secteur Public (PFMSP) de niveau Master ; programme hébergé conjointement par l’École Nationale d'Administration (ENA) de Libreville et la Faculté de Droit et des Sciences Économiques (FDSE) de l'UOB de libreville. Toutes les écoles d’enseignement supérieur de formation professionnelles et les universités publiques utilisent le système de crédits pour s’arrimer au contexte international. Certains établissements privés reconnus d’utilité publique utilisent également le système de crédits à travers cette dénomination générale LMD (même si ces écoles n'offrent que les programmes de niveaux licence et au mieux master. A ce jour, ce système de crédits est appliqué pour garantir la conformité des programmes au système d'accréditation. Cependant, aucune évaluation n'a été faite pour garantir l'assurance qualité, en termes de conformité de ces différents programmes avec le système LMD de Bologne. 9) Les textes qui fondent l'accréditation à travers le système LMD sont : les directives de la CEAMAC d'une part, et le premier décret d'application qui a été source de controverse dans le milieu universitaire, notamment auprès des étudiants de l'UOB. Ces textes sont les : - Directive n° 01/06-UEAC-019-CM-14 du 10 mars 2006 portant application du système Licence-Master-Doctorat (LMD) dans les universités et établissements de l’Enseignement supérieur de l’espace CEMAC. - Directive n° 2/06-UEAC-CM du 10 mars 2006 portant organisation des études universitaires dans l’espace CEMAC dans le cadre du système LMD. Aussi, notons que le Passage du LMD au Gabon pour l’UOB s’effectue en 2007 en dépit de quelques hésitations (Cf. décret n 000940/PR/MESR du 16 octobre 2007 portant application du système LMD dans les universités et les établissements d’Enseignement Supérieur en République Gabonaise. 10) Le crédit est mesuré en heure présentielle soit un crédit = 10 à 15 heures de présence selon le décret n° 000940/PR/MEBR du 16 octobre 2006. Cependant, il est difficile avec le contexte de grèves émaillant le système universitaire de s’en tenir au temps de présence en classe. A l’expérience, à ce temps se sont ajoutés les travaux de recherche en dehors des cours (lectures, recherches documentaires, devoir à la maison etcF). 11) Un programme selon son niveau comprend : Licence = 180 crédits ; Master = 120 crédits ; Doctorat =180 crédits. 12) La mesure du crédit est allouée de la même façon pour chaque niveau de programme Licence-Master-Doctorat), comme le présente le tableau ci-dessous. La différence réside principalement dans la répartition des unités d’enseignements. Cette répartition est dictée par


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les départements et les programmes selon les universités, type de Master (recherche ou professionnel). Tableau récapitulatif du système d’accréditation dans les universités et EES du Gabon

Programmes Semestre Crédits Anuité Total crédits Licence 6 30 crédits/semestre 3 ans minimum 180 crédits

Master 4 30 crédits/semestre 2 ans minimum 120 crédits Doctorat 6 30 crédits/semestre 3 ans 180 crédits 480 crédits 13) Les crédits sont alloués à un programme d’études selon sa spécificité. Matières fondamentales ; matières subsidiaires. De cette façon, intervient l’importance des unités d’enseignements. 14) Il faut dire que l’accréditation est une pratique résultant du système LMD de Bologne. Donc, imposée aux universités africaines de manière générale et en particulier à celle du Gabon. On ne peut donc pas s’étonner des imperfections relevées par rapport la culture des universités Anglo-Saxon. Ce faisant, les universités gabonaises se cherchent encore et un besoin d’évaluation de la marche parcourue s’impose.

Fait à Libreville le 30 mai 2016 Théophile MAGANGA, Ph.D. MA Sc. Education Directeur de l’Institut Pédagogique National


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3.16. Libya Credit system in Libya

1. Introduction Despite the recent political situation in Libya, the higher Education (HE) sector has observed a continuous increasing demand in the number of enrolled students and applicants. The provision of Libyan Higher Education splits between public and private sectors. According to Libyan regulations the HE (undergraduate level only) provided free education for all Libyan citizens and in some cases to non-Libyan students under an umbrella of approved international cooperation between Libya and other countries or international organizations. Sometimes such tolerance in free education and under political own reasons or interest by Libya state, it might be extended to include some students from particular countries or citizenships e.g. Palestine and few African countries. In private sector, education is provided with payment of tuition fees by enrolled. This sector is growing and developed speeder than its partnership public sector. The last one almost depends on the public budget to fund its aspects with one exception for postgraduate level where the student has to pay a specified amount as tuition fee.

2. Admission and requirements for Entering HE The General Secondary Education Certificate (GSC) is on top of the requirements for admission at the University. Each field of study (Faculty) has its minimum united score or grade. The government (Education authorities) usually determines the threshold grade and conditions for all public institutions which are required to stick with those requirements and no tolerance to go beyond or lower them without a permission from this authorities.

3. Offering and Providing of Higher Education Certi ficates The HE is provided by three types of institutions: Universities, Higher Technical Institutes and Vocational Colleges where only the undergraduate and tertiary levels certificates and degrees are considered and described. Universities awards Bachelor degree with minimum period of 4 years (Equivalent 8 semesters) of study and prescribed number of credits units for most programs after obtaining the secondary school certificate, including all humanitarian and social sciences, Economics, Basic Sciences, agricultural sciences and Technical Medical sciences. Bachelor degrees in dentistry, pharmacy, veterinary medicine, engineering and architecture all require 5 years (10 Semesters) of study and prescribed number of credits units, while the bachelor degree in medicine and surgery requires 6 years of study, and includes a one year residency. The Technical Colleges (TC) established to award Technical Bachelor Degrees. The graduate from such institutions is essentially prepared to enter labor market. Comparing with the university Education, in the vocational education more emphasize on training and practical programs. The regular duration of study is 4 years based on the GSC. For Bachelor degree and Technical Bachelor Degree, students are required to study, on average, a total of 130 – 136 credit hours ( credit hour is one contact teaching hour or two practical training hour ), and this may rise to 150 credit hours for programs in engineering. The third type is Higher Technical Institutes which has strong link with Higher Vocational Colleges and usually considered as before step to it. As both institutions are classified as one category under the name of Vocational and Technical Education and Training. Even there is an allowance of entrance to vocational college from the high institute with flexible requirements. For admission to high institute, the student is required either to be GSC holder or Intermediate Technical Diploma certificate which is at level of secondary school certificate, the only difference it is awarded by technical intermediate institute. Graduates of these institutions are awarded High Technical Diploma or High Vocational Diploma after 3 years study of study. With both types of institution, emphasis is put on practical training with the intention that graduates are fully prepared to enter the labour market. For High Technical Diploma or High Vocational Diploma and , students are required to study, on average, a total of 120 credit hours.

4. Quality Assurance and Accreditation


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In the implementation and adaptation process of Quality Assurance and accreditation in Libya HE goes back to 2004 when the University of Sebha (public university) established a unit within its structure has responsibility of implementation of Quality Assurance in university processes. In 2005 there was appear of interest in this aspect by Higher Education authority when the first committee for national quality assurance and accreditation was appointed at the top of this Authority. The picture became more clear and visible in 2006 by establishing a body whose responsibility is enhance the higher education process in the Libyan universities and HE institutions. The body was born under the name Center for Quality Assurance and accreditation in HE and with the structure of the HE Authority. In beginning stage the center has observed a good progress with support in variety of ways by Libyan authority. In particular in dealing with private institutions existence. The center issued and published a number of documents of guidelines and measures for standards and evaluation of HE processes in both public and private HE institutions. Also according to Libyan regulation and aims of center, the center is responsible and obligated for suggestion and updating the general frames and polices of all academic standards, minimum requirements, criteria and Benchmarks for all scientific programs and study fields, in Libyan HE and any international institution provides HE in Libya. In addition to this, the center is responsible for creating and developing the national qualification and academic equivalence system. Moreover, the center is only official body responsible for external accreditation process. This is done according to the statements and guidelines which issued by the center. One aspect of the quality assurance and accreditation is the program accreditation which is a peer review under supervision of the center. The center within its responsibility is trying to build a bridge between Libyan credit system and Bologna process aiming to widen the chance of Libyan qualifications recognition. The implementation process of national standards has facing a numerous of challenges and obstacles before 2011. At the same time many of institutions and progress within them showed a sort of interest to adapt such standards. From 2011 and in particular since 2014 the quality assurance procedure has experienced more difficulty and challenges as consequences to the political dilemma. The supporting of QA has reduced to its lower level and become not the first priority to governor and education Authority. However, a number of university started to rebuild their own standards for QA within which may considered as consequence of bilateral cooperative or for some other reasons.

Prepared by:

Dr. Alsharef Albaghdady, Tuning Africa Representative, University of Sebha, Libya Tel: +218 94 430 2042/ +218 91 164 6428 E-mail: [email protected] Prof. Dr. A. M. Almathnani, Director of Southern Region for Center of Quality Assurance and Accreditation of Education Institutions, Libya Tel: +218 91 321 2007/ +218 92 535 8070 E-mail: [email protected] Dr. Ali K. S. Alshabani Former Director of Quality Assurance and Accreditation Administration, National Center for Quality Assurance and Accreditation of Education Institutions, Libya Tel:+218 92 609 1562/ + 218 91 353 3965 E-mail: [email protected]


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3.17. Madagascar

1. Name of the country: MADAGASCAR 2. Name of the Tuning Africa representatives who pr epared the report (Name and

University) Université d’Antananarivo – Madagascar

- Dr Randrianary Jean Baptiste RAMAROSON (Ecole Supérieure des Sciences Agronomiques)

- Dr Voahangy RATRIMO (Faculté des Sciences – Géologie Appliquée) 3. All information referred in this report was discuss ed with: (Name of the National

Authority of Higher Education in the country with w hich the information provided was contrasted). - Arrêté du Ministère de l’Enseignement Supérieur et de la Recherche Scientifique

4. Is there any credit system in your country? OUI

If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M


6. Since there is no credit system in the country, how are the partial periods of study recognized both between universities in your country and between these universities and others in other countries? If ther e are many variations, briefly describe the most commonly used.


7. Since when was the credit system in place? Suivant le DECRET N° 2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système "Licence, Master, Doctorat" (LMD) Prévu progressivement à partir de l’année 2008 à 2010; Mais le basculement n’est effectif qu’à la rentrée académique 2012-2013

8. How extensive is the system? (do all universitie s use it? only some? why?) L’Etat avait décrété (DECRET N° 2008-179 du 15 février 2008) que toutes les Enseignements supérieurs à Madagascar doivent appliquer le système LMD et demander une habilitation et ne délivre que les trois grades : Licence, Master et Doctorat qui sont le seul diplôme (grade) reconnu dans toute le pays CHAPITRE PREMIER Art 1er : -Toute offre de formation dispensée par les institutions d’enseignement supérieur publiques ou privées doit faire l’objet d’une habilitation selon la réglementation en vigueur. Est considérée comme institution d’enseignement supérieur toute institution dispensant un enseignement de niveau égal ou supérieur à deux ans après le baccalauréat. L’habilitation est octroyée :

- pour permettre aux institutions d’enseignement supérieur de dispenser des formations qui s’inscrivent dans le cadre de la politique générale de l’Etat en matière d’enseignement supérieur et qui répondent aux normes prévues par le système « Licence, Master, Doctorat » ;


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- à titre de reconnaissance accordée par l’Etat des diplômes délivrés par ces institutions d’enseignement supérieur.

Art. 4. - L’habilitation n’est pas définitive, elle est valable pour une durée de cinq années. Les institutions d’enseignement supérieur qui souhaitent apporter des modifications peuvent soumettre une nouvelle offre de formation seulement deux ans après l’obtention de l’habilitation.

9. Are there any reference documents on credit syst em in your country that you can quote? Give references to the main documents. - DECRET N° 2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système "Licence, Master, Doctorat" (LMD). (Cf Annexe III.) Le décret n° 2012-831 modifiant certaines dispositions du décret n° 2008-179 du 15 février 2008, portant réforme du système de l’enseignement Supérieure et de Recherche en vue de la mise en place du système LMD . (Cf Annexe II)

10. How is the credit measured? (contact hours? con tact hours and independent

work?, others?) Crédits : Un crédit est une unité de mesure, une unité de compte, exprimant la

valeur donnée à une Unité d’Enseignement ou à un Elément Constitutif (EC) d’une UE. Le système de crédit est applicable à toutes les activités d’enseignement y compris stages, mémoires, projets, travail personnel et aussi à toutes les formes d’enseignement (présentiel, ouvert, à distance, en ligne, …)

Au sein des cycles Licence et Master, les formations sont organisées en

semestres et qu’un crédit équivaut à 10heures de travail (travail présentiel, travail personnel): Le décret n° 2012-831 modifiant certaines dispositions du décret n° 2008-179 du

15 février 2008, portant réforme du système de l’enseignement Supérieure et de Recherche en vue de la mise en place du système LMD : décrète la modification suivante :

Article 6-Alinéa 6 : Au lieu de : « ….Un crédit correspond à 20 à 30 heures de travail intégré, dont 7

à 10 heures de travail présentiel et le reste en travail personnel. » Lire :

- Pour un Etablissement de type faculté « ……un crédit correspond à 24 à 36 heures de travail intégré, dont 9 à 12 heures de travail présentiel et le reste en travail personnel. »

- Pour un Etablissement de type Grande Ecole « ……un crédit correspond à 36 à 45 heures de travail intégré, dont 13 à 16 heures de travail présentiel et le reste en travail personnel. »(CF ANNEXE II.)

• Offres de formation dans le grade LICENCE : -Durée d’études : 06 semestres ou 3ans -Total des crédits : 180 dont 30 crédits par semestre •

• Offres de formation dans le grade MASTER : -Durée d’études : 04 semestres ou 2 ans après Licence -Total des crédits : 120 dont 30 crédits par semestre

L’Unité d’Enseignement (UE) est la base du dispositif LMD. En effet, toutes les études sont organisées en unités d’enseignement. Une UE peut être une matière ou un ensemble de matières choisies pour leur cohérence dans cet ensemble. Différentes catégories d’UE :

• UE fondamentales qui sont obligatoires et doivent être suivies par tous les étudiants


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• UE complémentaires qui complètent les UE fondamentales du parcours choisi par l’étudiant et doivent être prises obligatoirement afin de valider le parcours de l’étudiant.

• UE libres qui sont au choix Les UE peuvent être donc :

1. Obligatoires ou optionnelles (facultatives) 2. Transférables d’un parcours à l’autre 3. Capitalisables puisque toute validation d’UE est acquise quelle que soit la durée d’un

parcours. 11. How many credits per year does a degree program me have?

Art. 11 . - Le système LMD fonctionne avec un système de crédits capitalisables et transférables. Un crédit est une unité de mesure qui valorise la charge totale de travail de l’étudiant, présentiel et personnel. Un crédit correspond à 13 à 16 heures de travail présentiel (cours, travaux dirigés, travaux pratiques, cours à distance en ligne) complété au moins par 23 à 29 heures de travail personnel. Le nombre de crédits affecté au stage est déterminé dans le dossier d’habilitation. Le nombre de crédits affectés à chaque unité d’enseignement est fixé sur la base de 30 crédits pour l’ensemble des unités d’enseignement d’un semestre. Un semestre comprend 12 à 17 semaines d’enseignement effectif.

12. Is the same measure of credit used for differen t levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) Quel que soit les domaines :1 Semestre ( en moyenne entre 12 à 16 semaines) = 30 Crédits - Licence (6 Semestres ou 3ans) = 180 Crédits - Master (10 Semestres ou 5ans) = 300 Crédits (180 + 120 Crédits) - Doctorat (16 Semestres ou 8ans) = 480 Crédits (300 + 180 Crédits) Pour le Faculté : 1 Crédit = 24 à 36 heures de travail intégré dont 27 à 33 heure de travail personnel Pour le Grande Ecole : 1 Crédit = 36 à 45 heures de travail intégré dont 23 à 29 heure de travail personnel

13. How are the credits allocated to a degree progr amme? CREDIT : Unité qui permet d’attribuer une valeur numérique à la charge de travail requise pour atteindre les objectifs particuliers des cours. Les crédits correspondant à chaque unité d’enseignement (UE) sont octroyés à l’étudiant qui a satisfait aux conditions de validation comprenant toutes les activités d’enseignement y compris stages, mémoires, projets, travail personnel et toutes les formes d’enseignement : présentiel, ouvert, à distance, en ligne… Qu’il s’agisse du cycle Licence ou de celui Master, 30 crédits par semestre sont requis. Ces crédits sont capitalisés et transférables.

14. Other comments related to the credit that you w ish to make?


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ANNEXE I : ARRETE N° 04.151/2010-MESupReS Portant régime de l’habilitation des offres de form ation et fixant la création, les missions, la composition et les règles de fonctionnement de l a commission nationale d’habilitation

REPOBLIKAN I MADAGASIKARA Tanindrazana-Fahafahana-Fandrosoana

*********** MINISTERE DE L’ENSEIGNEMENT SUPERIEUR ET DE LA RECHERCHE SCIENTIFIQUE ***********

ARRETE N° 04.151/2010-MESupReS Portant régime de l’habilitation des offres de formation et fixant la création, les missions, la composition et les règles de fonctionnement de la commission nationale d’habilitation

LE MINISTRE DE LENSEIGNEMENT SUPERIEUR ET DE LA REC HERCHE SCIENTIFIQUE, Vu la Constitution ; Vu la loi n°2004-004 du 26 juillet 2004 modifiée par la loi n°2008-011 du 17 juillet 2008 portant orientation générale du système d’Education, d’Enseignement et de Formation à Madagascar ; Vu l’ordonnance n° 2009-001 du 17 mars 2009 conférant les pleins pouvoirs à un Directoire Militaire ; Vu l’ordonnance n° 2009-002 du 17 mars 2009 portant transfert des pleins pouvoirs à Monsieur Andry Nirina RAJOELINA ; Vu la décision exprimée dans la lettre n° 79-HCC du 18 mars 2009 ; Vu l’ordonnance n° 2009-012 du 18 septembre 2009 relative à la réorganisation du Régime de la Transition vers la IVème République ; Vu le décret n°2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système « Licence, Master, Doctorat » (LMD) ; Vu le décret n° 2009-1388 du 20 décembre 2009 portant nomination du Premier Ministre, Chef du Gouvernement de la Transition ; Vu le décret n°2009-1161 du 08 septembre 2009 modifié par le décret n°2010-081 du 24 février 2010 portant nomination des membres du Gouvernement ; Vu le décret n°2009-574 du 08 mai 2009 fixant les attributions du Ministre de l’Enseignement Supérieur et de la Recherche Scientifique ainsi que l’organisation générale de son Ministère ;

ARRETE :

CHAPITRE PREMIER

DU REGIME DE L’HABILITATION DES OFFRES DE FORMATION

Article premier. -Toute offre de formation dispensée par les institutions d’enseignement supérieur publiques ou privées doit faire l’objet d’une habilitation selon la réglementation en vigueur. Est considérée comme institution d’enseignement supérieur toute institution dispensant un enseignement de niveau égal ou supérieur à deux ans après le baccalauréat. L’habilitation est octroyée :


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- pour permettre aux institutions d’enseignement supérieur de dispenser des formations qui s’inscrivent dans le cadre de la politique générale de l’Etat en matière d’enseignement supérieur et qui répondent aux normes prévues par le système « Licence, Master, Doctorat » ; - à titre de reconnaissance accordée par l’Etat des diplômes délivrés par ces institutions d’enseignement supérieur.

Art. 2 . - Les institutions d’enseignement supérieur doivent soumettre leurs offres de formation à la direction chargée de l’enseignement supérieur avant leur ouverture. Ces offres sont examinées par la commission nationale d’habilitation qui donne son avis au Ministre chargé de l’enseignement supérieur pour décision d’habilitation. Dans ce cadre, aucun enseignement ne peut être dispensé sans avoir été préalablement habilité. Art. 3. - La demande d'habilitation explicite l'ensemble des caractéristiques pédagogiques des offres de formation proposées et, notamment, des parcours qui les constituent ainsi que des diplômes qui sanctionnent ces parcours. Elle précise, en particulier, les objectifs de formation, l'organisation des parcours en crédits et l'articulation des unités d'enseignement entre elles, leurs contenus, leurs modalités pédagogiques, les volumes horaires de formation correspondant aux enseignements et à l'encadrement pédagogique, les passerelles prévues, les modalités de validation des parcours, le cas échéant les conditions spéciales d'admission. La demande d'habilitation définit également l'organisation et les responsabilités des équipes de formation. Elle concerne au moins :

- la définition des objectifs des parcours et des méthodes pédagogiques mises en œuvre, - la description des offres d'emploi identifiées, - les conditions et modalités d’accès, - l’effectif minimal d’étudiants pour la viabilité de la formation ainsi que la projection de l’effectif pour les cinq années à venir, - le projet pédagogique et la structure de formation, - la coordination des enseignements et l'harmonisation des progressions pédagogiques, - l’identification des responsables, - les poursuites d’études possibles, - les démarches innovantes proposées s'agissant, en particulier, des pratiques pédagogiques différenciées ou individualisées, - la présentation des dispositifs d’évaluation de la formation et des enseignements, - les formes du travail pluridisciplinaire, - la nature des travaux demandés aux étudiants, - le partenariat avec le secteur économique et professionnel dans l’élaboration et la mise en œuvre du projet de formation, - les indicateurs de suivi du projet de formation.

S’agissant des institutions publiques d’enseignement supérieur, pour une bonne viabilité, une unité d’enseignement ne peut être ouverte qu’ avec un nombre minimal d’étudiants qui sera mentionné dans le dossier d’habilitation. Art. 4. - L’habilitation n’est pas définitive, elle est valable pour une durée de cinq années. Les institutions d’enseignement supérieur qui souhaitent apporter des modifications peuvent


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soumettre une nouvelle offre de formation seulement deux ans après l’obtention de l’habilitation. S'agissant des renouvellements d'habilitation, la demande explicite le bilan de la formation précédente, notamment les résultats obtenus, les réalisations pédagogiques, les taux de réussite et d’insertion professionnelle observés. Art. 5 - Après avis de la commission nationale d'habilitation, le Ministre chargé de l'enseignement supérieur prend les décisions d'habilitation. Ces décisions fixent les dénominations nationales des diplômes que les institutions sont habilitées à délivrer au niveau des grades et des titres. La liste des formations nationales habilitées est rendue publique chaque année. Art. 6. - Les institutions d’enseignement supérieur peuvent délivrer les diplômes nationaux conjointement avec d'autres institutions d’enseignement supérieur. Art. 7. - Les établissements d’enseignement secondaire dispensant en leur sein un enseignement de niveau égal ou supérieur à deux ans après le baccalauréat sont également régis par les dispositions du présent arrêté et par les textes subséquents en ce qui concerne la formation supérieure. Art. 8. -L’habilitation ne peut pas se substituer à l’accréditation. Toute institution d’enseignement supérieur ou de recherche, publique ou privée, doit déposer une demande d’accréditationselon la réglementation en vigueur au maximum un an après la signature de l’arrêtéd’habilitation. Art. 9. La demande d’habilitation doit être présentée sous forme d’un dossier dont les principales rubriques à renseigner sont fixées par arrêté du Ministre chargé de l’enseignement supérieur. Art. 10. Concernant le dossier de demande d’habilitation, deux cas de figure peuvent se présenter :

- le dossier de première habilitation qui est accompagné du dossier de demande d’ouverture de l’institution selon la réglementation en vigueur; - le dossier de renouvellement d’habilitation qui est accompagné du ou des rapport(s) concernant le processus d’accréditation.

CHAPITRE II

DE LA COMMISSION NATIONALE D’HABILITATION Art. 11 - Il est créé une commission nationale d’habilitation chargée d’émettre des avis et recommandations sur la demande d’habilitation ou de renouvellement d’habilitation présentée par les institutions d’enseignement supérieur. Art. 12. - La commission nationale d’habilitation est chargée :

- d’examiner la recevabilité du dossier présentant l’offre de formation. Le dossier doit être revêtu du visa du chef de l’institution; - d’expertiser les demandes d’habilitation présentées par les institutions d’enseignement supérieur publiques ou privées en examinant notamment la validité, la qualité, la faisabilité, la transparence et la pertinence des offres de formation proposées pour habilitation par les institutions d’enseignement supérieur à soumettre au ministère chargé de l’enseignement supérieur ; - de donner son avis et de faire des recommandations sur l’habilitation demandée.


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Les avis et recommandations de la commission nationale d’habilitation sont consignés dans des procès verbaux transcrits sur un registre coté et paraphé par les membres de la commission. Ces procès-verbaux sont adressés par le président de la commission au Ministre chargé de l’enseignement supérieur qui prend les décisions d’habilitation. Le président de la commission présente un rapport d’activité annuel et le bilan des examens de dossiers de demande ou de renouvellement d’habilitation au Ministre chargé de l’enseignement supérieur. Art. 13. - La commission est constituée de membres titulaires et de membres suppléants qui sont des experts universitaires es-qualité. La commission nationale d’habilitation est composée d’un président représentant le ministère chargé de l’enseignement supérieur et d’un représentant de chaque domaine. Cette commission peut être élargie à des représentants d’autres départements ministériels et secteurs d’activité ainsi qu’à toute personne dont la présence est jugée nécessaire selon les besoins de l’ordre du jour. Pour chaque dossier, après consultation des autres membres, le président de la commission désigne au moins deux rapporteurs spécialistes, choisis au besoin à l’étranger, au moins un mois avant la session. Les rapporteurs visitent au besoin les établissements ayant déposé l’offre de formation. Dans tous les cas, les rapporteurs exposent leur rapport devant la commission. Un secrétariat assure le fonctionnement de la commission. Art. 14. - Les membres de la commission nationale d’habilitation et leurs suppléants sont nommés par arrêté du Ministre chargé de l’enseignement supérieur. Le mandat des membres de la commission est de trois (03) ans renouvelable une fois. Art. 15. - La commission d’habilitation se réunit en session ordinaire deux fois par an sur convocation de son président. Elle peut en outre se réunir en session extraordinaire, en tant que de besoin, soit sur l’initiative de son président, soit à la demande d au moins deux tiers de ses membres. Chaque dossier doit être soumis à la commission d’habilitation au moins six (06) mois avant la mise en place de l’offre de formation. L’ordre du jour de chaque séance et les dossiers y afférents sont communiqués aux membres de la commission, pour étude préalable, huit jours au moins avant la date de la réunion. Dans le cas où la commission arrive à la conclusion qu’ une offre de formation nécessite des améliorations, des suggestions sont proposées à l’institution d’enseignement supérieur concernée qui présentera une version modifiée à la commission pour analyse dans un délai d’un mois. Au besoin, plusieurs navettes peuvent être envisagées. Art. 16. - La commission se réunit valablement en présence de la majorité absolue de ses membres.


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Les membres de la commission expriment leur voix à vote secret. La décision est prise à la majorité des membres présents. En cas de partage égal de voix, celle du président est prépondérante. Art. 17. - C haque membre de la commission d’habilitation ou leur suppléant, et les membres du secrétariat perçoivent une indemnité forfaitaire par séance. Les rapporteurs perçoivent une indemnité sous forme de consultance. Les frais de transport, d’hébergement et de restauration des membres et des rapporteurs en provenance des régions autres que celle où se tient la réunion sont pris en charge par le ministère chargé de l’enseignement supérieur. Les frais inhérents à la visite des institutions d’enseignement supérieur par les rapporteurs sont pris en charge par le ministère chargé de l’enseignement supérieur.


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ANNEXE III : DECRET N° 2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système "Licence, Master, Doctorat" (LMD)

REPOBLIKAN’I MADAGASIKARA Tanindrazana-Fahafahana-Fandrosoana

**********

MINISTERE DE L’EDUCATION NATIONALE

ET DE LA RECHERCHE SCIENTIFIQUE

DECRET N°2008-179 du 15 février 2008 portant réforme du système de l’Enseignement Supérieur et de Recherche en vue de la mise en place du système « Licence, Master, Doctorat » (LMD)

LE PREMIER MINISTRE, CHEF DU GOUVERNEMENT Vu la Constitution ; Vu la loi n°2003-008 du 5 septembre 2003 modifiant et complétant certaines dispositions de la loi n°95-023 du 05 septembre 1995 portant statut des Enseignants et Chercheurs de l'Enseignement Supérieur ; Vu la Loi n°2004-004 du 26 juillet 2004 portant Orientation Générale du Système d’Education d’Enseignement et de Formation à Madagascar ; Vu l'ordonnance n°92-030 du 31 août 1992 portant création des Universités ; Vu le décret n°89-141 du 31.05 1989 portant ouverture des filières de formation et des enseignements dans les établissements d'enseignement supérieur et de recherche des Universités; Vu le décret n°90-145 du 18 avril 1990 portant ouverture des Instituts Supérieurs de Technologie (I.S.T.) d'Antananarivo et d'Antsiranana ; Vu le décret n°2001-172 du 28 février 2001 portant refonte du décret n°92-688 du 13 juillet 1992 portant création et organisation générale des Instituts Supérieurs de Technologie ; Vu le décret n°92-953 du 3 février 1992 portant création et organisation du Centre National de Télé-enseignement de Madagascar ; Vu le décret n°94-406 du 28 juin 1994 portant modification du décret n°86-209 du 11 juillet 1986 portant création et fixant les statuts de l'INSCAE ; Vu le décret n°95-581 du 06 septembre 1995, modifié par le décret n°2002-1545 du 03 décembre 2002 portant organisation générale de l'Enseignement Supérieur Privé ; Vu le décret n°2000-693 du 13 septembre 2000 portant organisation de la formation de 3ème cycle; Vu le décret n°2007-022 du 20 janvier 2007 portant nomination du Premier Ministre, Chef du Gouvernement ; Vu le Décret n° 2008-028 du 06 janvier 2008 fixant les attributions du Ministre de l’Education Nationale ainsi que l’organisation générale de son Ministère ; Sur proposition du Ministre de l’Education National e, En conseil du Gouvernement,

DECRETE : Article premier .- Afin d'assurer, dans le respect des objectifs et missions fixés aux articles 4, 16, 52 et 53 de la loi portant orientation générale du système d'éducation, d'enseignement et de formation à Madagascar et dans la perspective de l'ouverture de l'enseignement supérieure aux réalités nationales et internationales, le passage entre le dispositif réglementaire fixant l'organisation actuelle de l'enseignement supérieur et une nouvelle organisation de cet


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enseignement, le présent décret a pour objet d'instaurer un cadre permettant aux Institutions d'enseignement supérieur et de recherche installées à Madagascar d'adopter le système "Licence Master Doctorat" dans la gestion de leurs activités pédagogiques, académiques et scientifiques.

Titre 1 – Principes généraux Art. 2 .- L'application sur le plan national du système "Licence Master Doctorat" (LMD) aux études supérieures et aux diplômes nationaux traduit l'ouverture de l'enseignement supérieur aux réalités nationales et le respect des normes et standards internationaux, la recherche de plus d'efficience et de jouissance du droit à l'éducation, à l'enseignement et à la formation, ainsi que la libéralisation des initiatives et l'encouragement de la créativité. L'enseignement supérieur se caractérise dorénavant par :

1° Une architecture des études fondée principalement sur les trois grades de licence, master, doctorat ; 2° Une organisation des formations en semestres et en unités d'enseignement ; 3° L'adoption d'un système de crédits capitalisables et transférables ; 4° La délivrance d'une annexe descriptive aux diplômes dite "supplément de diplôme" afin d'assurer, dans le cadre de la mobilité nationale et internationale, la lisibilité des connaissances et aptitudes acquises.

Dans cette ouverture de l'enseignement supérieur et de la recherche au système L.M.D., l'Etat, à travers le Ministère chargé de l'Enseignement Supérieur, assume la fonction de régulation, d'habilitation des offres de formation et veille à la qualité de l'enseignement supérieur. Art 3 .- L'articulation de la réforme nationale de l'enseignement supérieur au respect des normes et standards internationaux ainsi qu'aux exigences du développement socio-économique et culturel du pays a pour objectifs :

1. d'adopter un système de diplômes facilement lisibles et comparables ; 2. d'organiser l'offre de formation sous forme de "parcours types" de formation

préparant l'ensemble des diplômes nationaux ; 3. de mettre en place un système de "crédits" ; 4. d'intégrer, en tant que de besoin, des approches pluridisciplinaires et d'améliorer la

qualité de la pédagogie, de l'information, de l'orientation et de l'accompagnement de l'étudiant ;

5. de développer la professionnalisation des études supérieures, de répondre aux besoins de formation continue diplômante et de favoriser la validation des acquis de l'expérience, en relation avec les milieux économiques et sociaux ;

6. d'encourager la mobilité, d'accroître l'attractivité des formations malgaches à l'étranger et de permettre la prise en compte et la validation des périodes de formation, notamment à l'étranger;

7. d'intégrer l'apprentissage de compétences transversales telles que la maîtrise des langues vivantes et celles des outils informatiques ;

8. de faciliter la mise en place d'un système d'enseignement par des méthodes faisant appel aux technologies de l'information et de la communication ainsi que le développement de l'enseignement à distance ;

9. de favoriser des formations doctorales répondant aux besoins du développement socio-économique et culturel ;

10. d'intégrer dans les offres de formation les modalités de gestion des flux interne et externe ;


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11. de promouvoir une nouvelle culture académique, notamment par des approches de décloisonnement et par la rénovation des pratiques pédagogiques, d'apprentissage et d'évaluation ;

12. d'encourager l'éducation et la formation tout au long de la vie pour répondre, dans un monde de demain fondé sur une société et une économie de connaissance, aux défis que constituent la compétitivité économique et l'utilisation des nouvelles technologies, ainsi que pour mieux assurer l'égalité des chances et pour améliorer la cohésion sociale et la qualité de la vie ;

13. de promouvoir le passage à la dimension internationale dans l'enseignement supérieur ;

14. d'assurer l'autonomie des institutions d'enseignement supérieur et de recherche ; 15. de promouvoir et de valoriser les activités de recherche.

Titre 2 – Principes pédagogiques Art.4 .- Les formations sont articulées autour de "domaines" définis par voie réglementaire. Art.5 .- Les parcours types de formation mentionnés à l'article 3 du présent décret sont constitués par des ensembles cohérents d'unités d'enseignement, articulées selon une logique de progression en vue de la La migration vers le système L.M.D. se fait par un basculement progressif à partir de l'année 2007-2008 et se termine au plus tard à la rentrée universitaire 2011-2012. Art.13 .- Des textes réglementaires seront pris en tant que de besoin pour préciser le domaine et les modalités d'application du présent décret. Art. 14 .- Le Ministre des Finances et du Budget, le Ministre de l'Economie, du Commerce et de l'Industrie, le Ministre de la Fonction Publique, du Travail et des Lois Sociales, le Ministre de la Santé et du Planning Familial et le Ministre de l'Education Nationale et de la Recherche Scientifique sont chargés, chacun en ce qui les concerne, de l'exécution du présent décret qui sera publié au Journal Officiel de la République.

Fait à Antananarivo, le

Par Le Premier Ministre, Chef du Gouvernement : Charles RABEMANJARA Le Ministre de l'Education Nationale et de la Recherche Scientifique, Benjamin Andriamparany RADAVIDSON Le ministre de la Fonction Publique, du Travail et des Lois Sociales, Jacky Mahafaly TSIANDOPY

Le Ministre de la Santé et du Planning Familial, Robinson JEAN LOUIS

Le Ministre des Finances et du Budget, Haja Nirina RAZAFINJATOVO

Le Ministre de l'Economie, du Commerce et de l'Industrie, Ivohasina RAZAFIMAHEFA


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3.18. Malawi MALAWI: THE COUNTRY REPORT ON CREDIT SYSTEM Submitted by: Dr Moses Chinyama, University of Malawi – The Polytechnic

Tuning Africa representative All information referred in this report was discuss ed with:

Dr Samson MacJessie-Mbewe, Director of Higher Education, Ministry of Education Science Technology

1.0 CREDIT SYSTEMS

i. It was not until 2011 that a credit system was introduced in the constituent colleges of the University of Malawi which also marked the introduction of the same in Malawi.

ii. Not all Universities in Malawi have introduced the credit system. iii. To date two credit systems exist in Malawi and these are:

a. Notional hours-based credit system, and b. Credit-Hour system.

1.1 Credit System Based on Notional Hours (a) A credit summarizes and describes an amount of learning . Students are awarded

credits after they have successfully completed a 'block of learning'; that 'block' might be called a module , a unit or a qualification .

(b) The number of credits awarded to a student is determined by the credit value

assigned to a module, a unit or a whole qualification. (c) A credit is awarded to students who have shown that they have successfully

completed a module, unit or qualification. To do this, they need to meet the specific set of learning outcomes for the unit, module or qualification.

(d) Learning outcomes outline what a successful student will know, understand and be

able to do . It is the achievement of the learning outcomes that is important for the award of credit.

(e) Academic credit is awarded for the successful achievement of sets of learning

outcomes. (f) Students usually demonstrate that they have achieved the learning outcomes of a

module, unit or qualification by completing one or more pieces of assessed work. (g) To be awarded the credits, a student must reach the minimum standard, also known as

the threshold or pass, in the assessment(s). (h) Exceeding the minimum standard does not result in a student being awarded more

credits as the credit value is fixed before assessment. (i) The credit value indicates both 'how much' learning (the amount) is expected and 'how

hard' it is (the relative level of difficulty). Each module or unit has only one level for its credit; qualifications may include modules or units, and thus credit, at more than one level.


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(j) The credit value is set before any student begins their studies for a block of learning. Once a student has successfully achieved the required learning outcomes they can be awarded all of the credits (the credit value) for that block of learning.

(k) The amount of learning indicated by a credit value is based on an estimate that is

worked out using the idea of notional hours of learning . (l) The number of notional hours indicates how long it will take a typical student to achieve

these learning outcomes. All types of learning are included in the estimate of notional hours of learning, including formal classes, self study, revision and assessment.

(m) One credit represents 10 notional hours of learning . If a student starts but does not

complete the learning required they are not awarded any credits. (n) A full-time undergraduate student takes 1200 notional hours for an academic year will

accumulate 120 credits. Where up to 60 credits will be achieved in semester one and 60 credits in semester two.

(o) A full time student should take no more than six modules or 60 credits per semester. 1.1.2 Postgraduate Awards For postgraduate, they will have to take at least 4 Modules per semester for two semesters to accumulate a minimum of 120 credits in year one. In year two, they write a thesis which will give them 60 credits. In total they will be required to accumulate 180 credits to successfully graduate with a masters. 1.2 The Credit Hour System Under this system a credit is defined in terms of face-to-face contact hours per week. If students meet a course facilitator or lecturer for one hour per week, it is a one credit course. It is anticipated that an average undergraduate level course will have three credits. For any one semester, a student shall take a minimum of 15 credit hours. The load of credits may vary for the different Diplomas, Degrees, and Certificates in the different years of study as do other special requirements such as choice of courses, standard of achievement, compulsory courses, pre-requisites, and attachments. At the end of the programme of study, a student is expected to have accumulated a minimum of 120 credit hours. References University of Malawi, (2011), UNIMA Qualifications Framework and Sub-Degree Awards: Policy No. UP 02/09. University of Malawi-The Polytechnic (2011), Rules and Regulations for Academic Assessment Under Modular System. University of Malawi, Chancellor College (2013), Rules and Regulations for Academic Assessment Under A Semester System Part A and B.


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3.19. Mali 1. Name of the country: MALI 2. Name of the Tuning Africa representatives who prepared the report (Name and University)

Seydou Doumbia, Dean of the Faculty of Medicine, Un iversity of Sciences, Techniques and Technologies of Bamako (USTTB).

iv. All information referred in this report was discussed with: (Name of the National

Authority of Higher Education in the country with which the information provided was contrasted). With the Head of graduate/equivalency office of the National Directorate of Higher Education

v. Is there any credit system in your country? NO

If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M

1. Was there ever a credit system in your country? NO, but Mali is in a process of establishing a national credit system in compliance with the West African network for excellence in Higher Education agreement (REESAO). The country has adopted the LMD system.

2. If there are there any plans for developing one?

3. Since there is no credit system in the country, how are the partial periods of study recognized both between universities in your country and between these universities and others in other countries? If there are many variations, briefly describe the most commonly used. The partial Period of study between universities in the country and other universities is recognized by annual grade report a nd list of courses validated by the student (with reference to passing grade) and s igned by academic officials

ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM (Not appl icable)


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3.20. Mauritania

Pays : Mauritanie Représentant de Tuning Africa : Mohamed AWA, Université des Sciences, de Technologie et de Médecine de Nouakchott Toutes les informations mentionnées dans le présent rapport ont été discutées avec le Professeur Ahmedou HAOUBA, Président de l’Université des Sciences, de Technologie et de Médecine de Nouakchott et membre du Conseil National de l’Enseignement Supérieur et de la Recherche Scientifique. La Mauritanie a adopté de le système « Licence – Master – Doctorat » depuis l’année universitaire 2008-2009 dans toutes les universités publiques et privées. Cependant, le système n’est pas appliqué à la Faculté de Médecine ni dans les écoles d’ingénieurs et ni à l’Ecole Normale Supérieure. Ce système est régi par plusieurs textes législatifs et réglementaires dont principalement :

1. La loi n° 043-2010 du 21 juillet 2010 relative à l’Enseignement Supérieur et à la Recherche Scientifique ;

2. L’Arrêté n° 1902/MEENESRS du 09 octobre 2011 approuvant le cahier des normes pédagogiques nationales des cycles de licence et de masters ;

3. L’Arrêté n°0841/MEENESRS du 20 mai 2013 relatif aux études doctorales. Le crédit est mesuré en nombre d’heures de cours théoriques et/ou de travaux dirigés et/ou de travaux pratiques, de travaux de terrains, de projets et de stages. En général, le nombre d’heures d’un crédit est d’environ dix (10) heures. L’année académique est structurée en deux semestres de trente (30) crédits chacun et chaque semestre compte entre 14 et 16 semaines. La mesure de crédit utilisée est la même pour la Licence et Master et différente pour le Doctorat. Ainsi, les différents niveaux de grade sont organisés comme suit :

1. 180 crédits pour la licence ; 2. 120 crédits pour le master ; 3. 180 crédits pour le doctorat.

Cette distribution est valable pour tous les domaines du système LMD. De façon générale, la répartition des crédits suit la règle suivante : 1 – Pour la Licence : Elle est composée de six semestres avec un minimum de 1800 heures. Chaque semestre compte quatre modules et chaque module dispose de 50 à 120 heures d’enseignement et d’évaluation. Le cycle de Licence comporte 24 modules. Les six semestres de Licence sont organisés comme suit :

1. Un premier semestre d’initiation ; 2. Un second semestre de détermination ;


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3. Un 3ème et un 4ème semestre d’approfondissement ; 4. Un 5ème semestre d’études de base, adapté au caractère fondamental ou professionnel

de la licence ; 5. Un 6ème semestre de spécialisation, adapté au caractère fondamental ou professionnel

de la licence. Les quatre premiers semestres du cycle de la Licence sont composés de trois blocs de modules :

1. Un bloc de modules majeurs composé de modules reflétant le caractère disciplinaire représente entre 50% et 70% du volume horaire global des quatre premiers semestres ;

2. Un bloc de modules transversaux composé essentiellement de modules de langues, de communication et d’informatique représente 15% et 25% du volume horaire global des quatre premiers semestres ;

3. Un bloc de modules optionnels composé de modules d’option, de spécialisation ou d’ouverture représentant au maximum 30% volume horaire global des quatre premiers semestres.

Les deux derniers semestres comprennent trois blocs de modules :

4. Un bloc de modules majeurs d’enseignements généraux et de spécialisation dans le domaine de la licence. Ce bloc de modules y compris le projet professionnel et stage représente 70% et 80% du volume horaire global des 5ème et 6ème semestres de la licence ;

5. Un bloc de modules « outils » (Langues, Techniques de communication, Gestion nouvelles technologies, autres), représentant 10% et 15% du volume horaire global des 5ème et 6ème semestres de la licence;

6. Un bloc de modules complémentaires composé de modules d’option, de spécialisation ou d’ouverture en relation avec ;e domaine de formation représentant 10% et 15% volume horaire global des 5ème et 6ème semestres de la licence.

2 – Pour le Master : Le cycle du Master est organisé sur quatre semestres (deux années universitaires) comportant chacun de 2 à 5 modules. Les trois premiers semestres de Master sont composés de trois blocs de modules :

1. Un bloc de modules majeurs reflétant le caractère disciplinaire spécialisé du Master. Il représente 50% du volume horaire global des trois premiers semestres ;

2. Un bloc de modules outils ou support relevant de la mention dont relève la spécialité. Il représente 25% au maximum de du volume horaire global des trois premiers semestres ;

3. Un bloc des modules d’option, support, ou spécialisation, dispensés sous forme de cours, exposés, séminaires ou stages pratiques, représentant 25% au maximum volume horaire global des trois premiers semestres.

Le quatrième semestre comprend également trois blocs repartis ainsi qu’il suit :

4. Deux modules majeurs reflétant le caractère disciplinaire spécialisé du Master représentant 40% du volume horaire global du 4ème semestre;

5. Un module d’outils relevant de la mention dont relève la spécialité, représente 10% au maximum du volume horaire global du 4ème semestre ;


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6. Un module d’application sous forme de recherches, séminaires ou stages pratiques. Il peut également être réservé au stage et/ou mémoire de fin d’étude selon le dispositif du Master. Il compte au moins 50% volume horaire global du 4ème semestre.

3 – Pour le Doctorat : Le Doctorat est constitué de trois années consécutives avec 180 crédits ainsi répartis :

7. Formation complémentaire obligatoire et activités de recherche parallèles de 60 crédits;

8. La thèse (le manuscrit et la soutenance) de 120 crédits.


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3.21. Mauritius

1. Name of the country: Republic of Mauritius 2. Name of the Tuning Africa representatives who prepared the report (Name and

University) Prof Sunita. Facknath and Mr Kamleshwar.Boodhoo, Un iversity of Mauritius

vi. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with w hich the information provided was contrasted). There is none to contrast with. The university gene rates its own credit systems and is not governed by any national authority that oversees the credit system.

vii. Is there any credit system in your country? Yes. ANSWER IF THE COUNTRY HAS A CREDIT SYSTEM viii. Since when was the credit system in place? Around 1998

ix. How extensive is the system? (do all universities use it? only some? why?)

Yes the same credit system is used at one other Uni versity .

x. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. Yes It is stipulated in the University of Mauritius Regulations. Click here for more info

xi. How is the credit measured? (contact hours? contact hours and independent work?,

others?)

Almost all Programmes of Studies at the University are structured on the credit system. A credit is a unit of measure, and programmes are based on t he following guidelines. Credit Equivalence

(i) 15 hrs of lectures and/or tutorials/seminars: 1 credit (ii) 30 -45 hrs of laboratory/field work: 1 credit (iii) Undergraduate Certificate project: up to 3 credits (iv) Undergraduate Diploma project: 3-6 credits (v) Undergraduate 3-3½ final year project: 6-10 credits (vi) Undergraduate 4 year final year project and Master’s project: 6-12 credits

xii. How many credits per year does a degree programme have? Usually it ranges

between 100-110 credits. Click here for more info.


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xiii. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) Yes it’s the same measure of credit for all program mes of study except the PhD, as stipulated in the UoM regulations Chapter 6

xiv. How are the credits allocated to a degree programme?

Each module usually consists of an equivalent of 45 -90 contact hours comprising lectures, tutorials, laboratory/field work, etc. Ea ch module normally carries 3-6 credits. These are usually allocated by the academi c staff teaching in the various modules. It depends on the module status (Introduct ory, Intermediate or Advanced). Normally a higher credit is allocated to the advanced modules.

xv. Other comments related to the credit that you wish to make? The University is in the process of developing the notional hour system, which may replace the credit system in the near future. Additional Information University Regulations Chapter 3 – University Academic Year Chapter 6 – University Credit System


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3.24. Namibia

1. Name of the country: Namibia

2. Name of the Tuning Africa representatives who prepared the report (Name and University) Dr. Charmaine Villet, University of Namibia

3. All information referred in this report was discussed with: Namibia Qualifications Authority (NQA) (Name of the National Authority of Higher Education in the count ry with which the information provided was contrasted) .

4. Is there any credit system in your country? Yes If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M





8. How extensive is the system? (do all universities use it? only some? why?) The system is compulsory. All universities use the system (both private and public)

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. Yes, the “Regulations Setting-up the National Qualifications Framework for Namibia”.


others?) Credits are measured using notional learning hours. One (1) credit equals to ten (10) hours. Notional learning time includes time spent in structured tuition and self-directed learning and practice; and time spent during preparation for and taking assessment.

11. How many credits per year does a degree programme have? A degree programme has a minimum number of 120 credits per year. For example, a four years honours degree will have a minimum of 480 credits.

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?)


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Yes. However, the minimum number of credits required for the award of a qualification differ. For example, certificates requires a minimum of 40 credits, diplomas 120, ordinary bachelor’s degree 360, bachelor honours 480 (composite degree) and 120 (split honours), masters 240, and doctorates 360.

13. How are the credits allocated to a degree programme? The minimum credit allocation is the same for all degree programmes. However, the maximum credits may vary from field to field. For example, more practical intense programmes will have more credits allocated to practical sessions than theory.

14. Other comments related to the credit that you wish to make? Namibia has a single qualifications framework which includes general education, further/vocational education and higher education.


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3.25. Nigeria

1. Name of country: Nigeria 2. Name of the Tuning Africa Reps that prepared the report:

(a) Prof O A OMOTESHO (University of Ilorin) (b) Prof Enang B UDAH (University of Calabar) (c) Prof I O SALAWU (National Open University of Nigeria) (d) Prof Kabir BALA (Ahmadu Bello Unuversity, Zaria) (e) Prof Lilian-Rita AKUDOLU ( Nnamdi Azikiwe University) (f) Prof Rhoda ODUWAIYE (University of Ilorin) (g) Prof Ayonma Wilfred MODE (University of Nigeria, Nsukka) (h) Prof Emmanuel C OSINEM (University of Nigeria, Nsukka) (i) Prof L U OGBONNAYA (Ebonyi State University) (j) Prof Olusegun AKINYINKA (University of Ibadan) (k) Prof Yemi AKEGBEJO-SAMSONS (University of Agriculture, Abeokuta)

3. Preamble

The Course Unit system is a system whereby programmes are designed for courses which are weighted and classified into various levels for students in the institutions of higher learning. The Credit system depends on the volume of work required to complete the course and this includes lectures, tutorials and practical. The information in the Nigeria report is based on the Minimum Academic standards (MAS) for undergraduate programmes and Benchmark Minimum Academic Standards (BMAS) for postgraduate programmes in Nigerian universities, published by the National Universities Commission (NUC). The NUC which became a statutory body in 1974is the regulatory agency for university education in Nigeria. Consequently, the NUC determines academic standards and accredits degrees and other academic awards.

4. Is there any credit system in your country?: Yes 5. Since when? : The Course Credit system started in 1968 and became a National

Policy in 1989 with the introduction by the National Universities Commission (NUC) of the National Universities Bench Mark Policy.

6. How extensive? It operates extensively in all the Universities in Arts, Humanities, Social Sciences and Applied/Pure Sciences with the exception of Medicine.

7. Are there Reference Documents? There are several publications and documents from the National Universities Commission Headquarters, Abuja, Nigeria and in most Universities Academic brochures and websites in Nigeria.

8. How is the credit measured? Through Contact hours. 9. How many credits per year does a degree program hav e? : Each programme has a

minimum of 15 Credit Units per academic semester, i.e., 30 Credit Units per academic session and a maximum of 24 Credit Units per academic semester, i.e. 48 Credit Units per academic session.

10. Is same measure of credit used for different level s? : The same measure of credit is used, for the Masters Degree, a maximum of 36 Units are obtainable while PhD, 48 credits.

11. How are the credits allocated to a degree program? : They are allocated based on practicals, tutorials and lectures.

12. Is the same measure of credit used for different le vels: The same measure of credit is used for different levels and for different areas.

13. How are the credits allocated to a degree program?: Credits are allocated to a degree programme based on the volume of work required to complete a course of study. One credit is equivalent to one hour per week per semester of 15 weeks of lectures or two hours of tutorials or three hours per week of laboratory/field/studio work per semester of 15 weeks.


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14. Other comments related to the credit: In Nigeria, one academic session comprises two semesters of approximately 15 weeks.

3. The information in the Nigeria report is based on the Minimum Academic standards (MAS) for undergraduate programmes and Benchmark Minimum Academic Standards (BMAS) for postgraduate programmes in Nigerian universities, published by the National Universities Commission (NUC). The NUC which became a statutory body in 1974 is the regulatory agency for university education in Nigeria. Consequently, the NUC determines academic standards and accredits degrees and other academic awards. 12. The same measure of credit is used for different levels and for different areas. 13. Credits are allocated to a degree programme based on the volume of work required to complete a course of study. One credit is equivalent to one hour per week per semester of 15 weeks of lectures or two hours of tutorials or three hours per week of laboratory/field/studio work per semester of 15 weeks. 14. In Nigeria, one academic session comprises two semesters of approximately 15 weeks.


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3.26. République Démocratique du Congo

I. République Démocratique du Congo, RDC.

II. Participants:

1. Prof. KABEYA MUKEBA, ISTA/Kinshasa; 2. Prof. KIPATA MWABANWA, UNILU/Lubumbashi; 3. Prof. KATOND MBAY Jean-Paul, UNILU/Lubumbashi; 4. Prof. MAKENGO Hubert, UNIKIN/Kinshasa; 5. Prof. NIYONSABA SEBIGUNDA Edson, UNIGOM/Goma; 6. Dr. MASIMANGO IMANI Manix, UCB/Bukavu.

III. Existe-t-il un système de crédits?

Non. Mais il existe un plan encours pour les jours à venir. En RDC, nous avons l’ancien système d’enseignement BAC+5 qui continue dans la quasi-totalité de nos universités. Il existe aussi un système LMD en phase de pilote (test) depuis bientôt quatre ans à l’Université de Lubumbashi. En effet, pour l’ancien système BAC+5 : - Une année d’études (deux semestres) comprend environ 700 à 800 heures

d’enseignement théoriques plus travaux pratiques. - La pondération vaut 15 heures d’activités d’apprentissage au niveau de

l’évaluation du cours (équivalent de crédit en LMD). Par ailleurs, le système LMD en phase pilote, la RDC a adopté un crédit équivalent à 25 heures. Chaque semestre comprend 30 crédits, soit un total de 60 crédits l’année. Toutefois, tenant compte des nos infrastructures modestes et de la faible couverture à l’internet, le pays a adopté pour les heures de contact le double du temps dans la pondération totale. 60 crédits correspondent à 1500 heures par année académique, dont : - 1000 heures des heures théoriques, travaux pratiques et travaux dirigés (40

crédits) ; - 500 heures de temps pour étudiant. Remarque : des disparités existent en fonction de la nature de certains enseignements (cours) et le domaine d’études. Par exemple, après harmonisation des crédits au sein du SAG-Génie civil/Tuning, l’Institut Nationale du Bâtiment et des Travaux Publics de Kinshasa (INBTP) a opté pour 1 crédit équivalent à 15 heures de contact en maintenant un total de 60 crédits par année académique.


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3.27. Rwanda By: Dr. Digne Edmond RWABUHUNGU RWATANGABO, University of Rwanda , Tuning Africa Representative. This country report is based on information’s given by Fred Mugisha, the Ministry of Education Executive Secretary in charge of High Education Council (HEC) and by Dr. Beatrice Mironko in the Quality Assurance Office, College of Science and Technology, University of Rwanda. In Rwanda a credit system exists. This confirms that answer on question 4 is yes , and on question 7, that the credit system is in place in the country since academic year 2008-2009. On question 8 the quality assurance office confirms that all universities in Rwanda used credit system. On question 9, the website www.hec.gov.rw clearly contains documentations on credit system in Rwanda. On question 10, credit in Rwanda is measure as example for 10 credits; lecturer hours involve face-to-face class teaching. Tutor Hours: These involve structured exercises solving, tutorials and practical examples including laboratory work if applicable. Students Hours: Class hours during lectures and tutorials, practical’s, set reading, self-directed study, assignment, preparation and writing of examination. Total Student Hours100 Student Hours Staff Hours Lectures 24 48 Seminars/Workshop Practical Classes/Laboratory/Field work 16 32 Structured Exercises/Tutorials 12 24 Set Reading 12 Self-Directed Study 12 Assignments-Preparation and Writing 12 Examination-Preparation and Writing 12 Others On question 11 at least 120 credits is a degree credit per year in bachelor degree programme. On question 12, credit system is at least 120 credits pet year also for MSc degree while for PhD programme this is different depending if the PhD is done by research or it is an academic programme and of course medicine including clinical practices is different from other programme. On question 13, in Rwanda credit allocated to a degree programme is at least 480 as the bachelor programme is done in 4 year. Kind Regards


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3.28. Senegal

COUNTRY REPORT ABOUT CREDIT SYSTEM

SENEGAL Name of the country

SENEGAL

Name of the Tuning Africa representatives who prepare the report

Alain NDOYE UCAD Dakar - FMPOS Cheickna SYLLA Université de Thiès - UFR Santé Mariama SENE WADE UGB Saint Louis - UFR S2ATA

National authority of higher education in the country

Ministry of Higher Education and Research

Is there any credit system in the country ?

Yes

Since when the credit system is in place ?

2008

How extensive is the system ?

All universities use it

Are there any reference documents on credit system in your country ?

LOI n° 2011-05 du 30 mars 2011 J.O. N° 6598 du Samedi 25 JUIN 2011

How is the credit mesure ?

Contact hours and independant work = 1 credit = 20 hours

How many credits per year does a degree programme have ?

60 credits

Is the same mesure of credit used for several areas and levels ?

Yes. It’s a national credit

How are the credits allocated to a degree programme ?

It’s allocated by semester


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3.29. Somalia University of health sciences State of the arts about credit system and student workload Content

1. Name of the country Somalia

2. Name of the Tuning Africa representative who pre pared the report Abdalla Shariff Osman, University Of Health Sciences

3. Name of the National Authority of Higher educati on in the country with which the information provided was contrasted The information provided has been discussed with PUNTLAND HIGHER EDUCATION CONSULTANT, Dr. Saeed Faahia

4. Is there any credit system in your country? With the collapse of the Somali state, the Universities were reduced to deserted buildings. All its documents were destroyed or looted. For this reason there is formidable challenges of reviving the country’s higher education system. From 1996, civil society groups, international organization and local educators began a series of higher education initiatives in response to the growing number of secondary graduates seeking to continue their education. These universities mainly use benchmarking to seek quality. There is currently no credit system for the country.

5. Was there ever a credit system in your country? If so, how was it ? Describe it briefly and say why it is no longer being used? Do you know if there are any plans for developing one? There is no data that fully describes the state of the art of credit system in Somalia before it collapsed. Post the collapse all of the valuable documents disappeared and the elites were mostly killed or gravitated to seek refuge. Very few experts are currently alive whom for themselves don’t have all the information. Doctor Saeed Faahia tells us that he remembers 1 credit hour was equivalent to 15 contact hours. He can’t give further details. The federal government has set plans to make sure that the university graduates are able to compete effectively in the global economy of the 21st century. They include:

• Setting priorities among disciplines and specializations to ensure that fields critical for national needs are sufficiently enrolled while avoiding an oversupply of graduates in less relevant fields

• Ensuring that certified institutions of higher learning have adequate numbers of qualified professionals in planning, management and instructional roles

• Ensuring that fiscal and governance structures are transparent and accountable • Devising a system for funding operations, salaries and student scholarships

over the long term 6. Since there is no credit system in the country, how are the partial periods of study

recognized both between universities in your country and between these universities and others in other countries? Most universities in the region have two academic semesters per year. Most of the bachelor degree programs run for four years with few exceptions. Most institutions allocate 4 credit hours to most of the courses they offer. In most institutions 1 credit hour is equivalent to 15-18 hours student workload.


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3.30. South Africa

CREDIT SYSTEM: SOUTH AFRICA Rehana Vally

University of Pretoria

The South African participants asked Rehana Vally to compile this report. To ensure consistency in compiling the data, we agreed to use the guidelines provided in the Tuning Academy brochure for the Second General Meeting held in Addis Ababa as a template for this report. In addition, all official data was obtained from the Department of Higher Education and Training (DHET), the Council on Higher Education (CHE) and the South African Qualifications Authority (SAQA) and the current implementation thereof was gleaned from different university websites. In this way, this report provides some ideas about policy and implementation. Question Information

1. Name of country: South Africa 2. Name of Tuning Africa

representative who prepared the report:

Rehana Vally University of Pretoria

3. Is there a credit system in your country: YES


Prior to the advent of democracy in 1994, South Africa’s higher education system was characterised by divisions and disparities across racial lines as well as institutional types. Traditionally Technikons and Universities awarded qualifications that were regarded as distinct and articulation across the two systems was at best viewed as difficult. The concept of a unified system in the form of a National Qualifications Framework (NQF) emerged prior to the 1994 democratic elections, but was given substance in the National Training Strategy and the Reconstruction and Development Programme. The bringing together of all learning under a single framework of outcomes-based standards and qualifications was regarded as a major innovation of the democratic government. The South African Qualifications Authority (SAQA) was established in 1995 and the Council on Higher Education (CHE) three years later in 1998. SAQA and the CHE were statutory organisations and it is under their auspices that the National Qualifications Framework (NQF) was established. These two organisations released draft NQF documents for debate in 2001 and 2002. The NQF was passed as a legally binding Act in 2008. It is now referred to as the NQF Act no 67 of 2008.

5. How extensive is the system? (Do all universities use it? Only some? Why?)

The system is well regulated and YES, all universities use it. In fact, it suffices to consult university websites to confirm this.


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Below are some of the key documents you may wish to consult:

• South African Qualifications Authority Act no 972 of 2014

• National Qualifications Framework Act no 67 of 2008

• The Higher Education Qualifications Sub-Framework (HEQSF) of 2013

7. How are credits measured?

Credits, in South Africa, are measured in notional learning hours. They are a measure used to indicate the learning time it would take an average learner to meet the prescribed outcomes. This includes contact time, structured learning, workplace learning (where applicable), assessment and self-study. 10 notional hours = 1 credit.

8. How many credits per year does a degree programme have?

The National Qualifications Framework (NQF) is a single integrated system for the “classification, registration and articulation of quality-assured national qualifications”, as indicated in the NQF Act no 267 of 2008. The Higher Education Qualifications sub-Framework (HEQSF) forms part of the NQF and specifically addresses learning frameworks in higher education. According to the HEQSF, each academic year of 30 weeks has a minimum of 120 credits (for all undergraduate programmes) and 180 credits for Master’s and PhD programmes, assuming an academic year of 45 weeks x 5 workdays x 8 hours = 1 800 learning hours = 180 credits.

9. Is the same measure of credit used for different levels (bachelor, master, PhD)? And for different areas?(does the credit have the same value for Law and Medicine for example?)

YES. All qualifications must comply with the requirements as set out in the HEQSF, with one credit = 10 notional learning hours, and a minimum of 120 credits per academic year (or a minimum of 180 credits for Master’s and PhD programmes per year)

10. How are credits allocated to a degree programme?

The HEQSF provides the basis for integrating all higher education qualifications into the National Qualifications Framework. It also provides the basis and mechanisms for improving the higher education system as well as indicating the articulation routes between qualifications. In this way, it seeks to enhance the flexibility of the system and enable students to move more efficiently over time from one programme


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to another as they pursue their academic or professional careers. All higher education institutions are obliged to implement the requirements of the HEQSF: To adhere to the minimum number of credits per year per degree programme. The core and elective modules (“courses” or “units”) that collectively form the whole programme can be weighted differently (e.g. 15 credits for a semester module as opposed to 30 credits for a year module). Typically institutions decide on a number of lectures, practicals and tutorials per week for a particular module and calculate the estimated learning hours per semester, including self-study time and preparation for assessments. The credit-weighting is not determined in terms of complexity, but in terms of learning hours required by an average student. Postgraduate programmes carry a minimum specific research requirement: an Honours programme has a compulsory research assignment module of 30 credits; whilst a structured Master’s programme has a minimum requirement of 60 research credits and which represents a third of the total credit weighting. The full research Master’s carries 180 credits allocated to the thesis module.


The credit system, which in South Africa is known as Credit Accumulation and Transfer (CAT) within the National Qualifications Framework, supports student mobility across the South African higher education landscape. The rule of thumb is that any student wishing to transfer credits from one degree programme (or from one university) to another must spend the equivalent of two academic years at the institution and only then can the student graduate from that particular university. In other words, for an institution to award a degree, more than 50% of the credits must have been obtained at that institution. Institutions have their internal rules regarding the registration of students wishing to change institutions. As per the NQF and the HEQSF, higher education institutions are obliged to recognise credits obtained. It should be noted that while full qualifications are earned and do not expire, credits for courses can expire if studies have been interrupted. The Department of Higher Education and Training (DHET) in consultation with the Council on Higher


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Education (CHE) has drafted a Policy on Postgraduate Collaborative, Joint and Double Qualifications that are due to be released for public comment.


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3.31. Sudan

1. Name of country: Sudan 2. Name of the Tuning Africa representative who prepared the report:

Sudan University of Science and technology. (Prof. Dr. Yousif M. A. Idris, Secretary of Academic Affairs and Dr. Rania

A.Mokhtar , Director, External Relations Office) 3. All information referred in this report was discussed with the Corporation of Evaluation

and Accreditation, Ministry of Higher Education and Scientific Research. 4. Is there any credit system in your country?

Yes, there is a credit system in Sudan. 7. Since when was the credit system in place

The credit system was in place since mid seventies when it was introduced for the first time in Gazera University. In SUST it was implemented in some colleges in 2002, then in 2008 in all SUST colleges.

8. How extensive is the system? (Do all universities use it? Only some? Why?) The system is used now by almost all Sudanese universities, particularly at undergraduate level.

9. Are there any reference documents on credit system in your country that you can quote? give reference to the mail documents. Each university has its own academic regulations for this system.

10. How is the credit measured? (Contact hours?, contact hours and independent work?, others?) The credit system is measured using contact hours (lectures, practical classes and tutorials).

11. How many credits per year does a degree programme have? The number of credits per year varies from one program to another and from one university to another. In SUST it is in the range of 35-40 per year, in two semesters.

12. Is the same measure of credits used for different levels (bachelor, master, PhD)? and for the different areas? (Does the credit have the same value for Low and for Medicine, for example?) The credit system is now applicable to bachelor level in all Sudanese Universities, and in some for master and PhD level; however, SUST is in the process of applying it to master and PhD levels. The credit has the same value for different areas.

13. How are the credits allocated to degree programme? The number of credits allocated to each programs is subject to the minimum requirements set (for a model college and consequently a program) by a specific area sub-committees of the Higher Education Council, which is the governing body of higher education in Sudan.

14. Other comments related to the credit that you wish to make? In the current system, the evaluation of the student credit achievement per course is based on the percentage system. The system is a modified credit system based on a fixed study program wherein the course is offered only once per year, however, the examinations for the programs courses are offered each semester.


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3.32. Swaziland

1. Name of the country: Swaziland

2. Name of the Tuning Africa representatives who prepared the report: H. R. Mloza Banda

3. All information referred in this report was discussed with:

There exists a Swaziland Council of Higher Education. Credit syste m not yet regulated by the Council

4. Is there any credit system in your country?: Yes If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M




7. Since when was the credit system in place? 2015/16 Academic Year at University of Swaziland

8. How extensive is the system? (do all universities use it? only some? why?) No. Only at University of Swaziland

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. University of Swaziland Calendar 2015/2016.


others?) 10.1 Bachelor programmes Lecture hour Contact Hour: 50 minutes = 1 credit Practical Hour Laboratory/ Clinical: 50-60 minutes = 0.33 credit a. Postgraduate programmes (all programmes) Lecture hour Contact Hour: 50 minutes = 1 credit


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Practical Hour Laboratory/ Clinical: 50-60 minutes = 0.67 credit

11. How many credits per year does a degree programme have? Variable, depends on programme. Bachelors Minimum 18 credits per semester. Minimum of 144 at end of 4 years (8 semesters) Postgraduate programmes (all programmes) Minimum 12 credits per semester for full time stude nts

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) See 10 and 11 above

13. How are the credits allocated to a degree programme? Bachelors 4-year degree programme: minimum 144 credits at end of 4 years 5-year degree programme: minimum 180 credits at end of 5 years (Distance Education) Masters Core courses: 24-27 Elective courses: 6-9 Sub-total for courses: 30-36 Thesis: 12 Total for Master’s Degree: 42-48 PhD* Core courses: 20 Elective courses: 15 Sub-total for courses: 35 Dissertation: 30 Total for Doctoral Degree: 65 *Currently under review to reduce credits for elect ives to 9 and add 6 credits to core courses



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3.33. Tanzania

1. Name of the country: Tanzania

2. Name of the Tuning Africa representatives who prepared the report (Name and University): Ignas Aloys Rubaratuka (University of Dar es Salaam) Johnson M Ishengoma (University of Dar es Salaam) Honoratha M.K. Mushi (Open University of Tanzania) Felician L. Mutasa (Open University of Tanzania)

3. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with w hich the information provided was contrasted). Mr. Ibrahim Mtweve, Tanzania Commi ssion for Universities

4. Is there any credit system in your country? Yes If the answer is yes, go to question 7 FOR THOSE COUNTRIES THAT DO NOT HAVE A CREDIT SYSTE M




7. Since when was the credit system in place? Approved in 2012

8. How extensive is the system? (do all universities use it? only some? why?) Yes, all universities because the system is mandated by the Tanzania Commission for Universities.

9. Are there any reference documents on credit system in your country that you can quote? Give references to the main documents. Yes, the University Qualifications Framework and Credit Accumulation and Transfer Guidelines published by Tanzania Commission for Universities


others?) Is measured by notional (average learning) hours which include contact hours, independent hours, seminar hours and time for assignments

11. How many credits per year does a degree programme have? 120 credits

12. Is the same measure of credit used for different levels (bachelor, master, PhD)? and for the different areas? (does the credit have the same value for Law and for Medicine, for example?) Yes. The difference is the duration in terms of years however the credit is used for all levels


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13. How are the credits allocated to a degree programme?. The allocation varies from programme to programme. The learning outcomes are formulated for the required courses which can be core or non-core/elective depending on the percentage contribution on achieving the expected learning outcome. The formulated courses will be weighed against the standard benchmark which is 360 credits for three years bachelor degree, this is equivalent to 120 credits per year and 60 credit per semester

14. Other comments related to the credit that you wish to make? Since we agreed to use the credit system defined in terms of notional hours it becomes easy be measure the workload for both students and academic staff, hence easy to successful achievement of the expected learning outcomes.


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3.34. Uganda

xvi. Name of the country: UGANDA xvii. Name and University)

MUWAGGA MUGAGGA ANTHONY of MAKERERE UNIVERSITY KAMPALA UGANDA

xviii. All information referred in this report was discussed with: (Name of the National Authority of Higher Education in the country with w hich the information provided was contrasted). UGANDA NATIONAL COUNCIL FOR HIGHER EDUCATION (NCHE)

xix. Is there any credit system in your country? There has been no formal or any organized Credit system in Uganda. Though some people like the former Vice Chancellor of Mbarara University and former Director Makerere University School of Graduate Training ( Prof Kayanja in a Stakeholders Higher Education Forum held in April ) argues that Makerere University has implicitly since 1970 been using a kind of credit system accepting to transfer and receive students from other neighboring countries given the centrality of Makerere University in the region. To date Makerere University has taken a central lead and introduced a Credit system which move it seems has been followed by all other Universities Due to the many wars in the East Africa, that is Southern Sudan, Congo, Rwanda, Burundi, Somalia and Uganda itself, It was felt that there was a need to regulate and monitor the mobility of students ( those who were coming in and those leaving Uganda’s higher Education institutions: There was a need to foster, regulate the movement and the implied Credit accumulation and transfer in the country. The NCHE in 2006 set out to study the feasibility of the credit system thus coming up with a credit frame work ( kind of minimum standard for the same on which the different Universities would create their own. Uganda NCHE has created bench marks for credit accumulation and transfer. The NCHE came up with documents to regulate and guide Higher education and these all service the credit system so far incepted and they include:

a. A list of all recognized institutions of Higher Learning in Uganda b. Bench marks for Higher Education Uganda c. Bench marks for Post Graduate Certificates d. Uganda Higher Education Qualification Frame work

The Uganda Higher Education Qualification Framework (UHEQF) as a key document is designed to show how different higher education qualifications relate to each other and provides a basis for comparability of qualifications using a common language. It is intended to help learners make informed decisions on the qualifications they wish to pursue. The # framework enables learners to identify progression pathways suitable for their chosen career. The framework, benchmarked on best regional and international practices, encourages lifelong learning and provides for the promotion of an integrated and labour market--‐‑driven higher education and training at all learning outlets including the world of work. It is built on a credit system that enables the quantification of the volume of learning and on learning outcomes that describe what learners are expected to understand or demonstrate at every stage. The framework is structured into levels to depict an increasing complexity of learning achievements, responsibility and autonomy conferred upon the learners. It also provides for a mechanism for naming and interpreting of higher education qualifications” (UHEQF Draft 0 up dated in 2016 page 1.)


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xx. How extensive is the system? The credit system has not been extensive. It was incepted by Makerere University the prime University and a dream for all candidates in Uganda especially for doctoral and other very specialized post graduate programmes such as Human Medicine especially at post graduate level, Veterinary, Agriculture, Engineering. As a result in all disciplines all other universities are setting up their own credit systems because if not their students (graduates cannot be admitted for post graduate programe in Makerere University if they so wish to join Makerere after their first degree. But this is a new development since mid 2000. Earlier it seems there was no clear way to accumulate and transfer from one university to another and it was done on individual basis. xxi. Are there any reference documents on credit sy stem in your country that you can

quote? Give references to the main documents. There has been no reference document apart from the NCHE UHEQF Draft 0 up dated in 2016 NB: Each University senate has been setting its rules and guidelines.

UGANDA’S PROPOSED CREDIT SYSTEM as per April 2016 Important issues in NCHE credit guide ( these are d irectly cited from the above document )

i) A credit is a quantitative measure that represents the volume of learning or academic load required to attain set learning outcomes. The volume of learning or an academic load of a learner is an aggregation of all learning activities such as lectures, tutorials/seminars, assignments, practical training independent study, research work, and fieldwork, as well as preparing for and sitting for examinations.

ii) A course unit or module with more credit units will generally require more learning time than any other course or module at the same level with lesser credits units. In the case of the UHEQF,

iii) The rule of thumb for relating notional hours to contact hours is that one lecture hour requires on average two extra hours for undergraduate programmes and three additional hours for masters, PGDs and PGC programmes.

xxii. How is the credit measured? (contact hours? c ontact hours and independent

work?, others?) 1. In the Proposed NCHE (UHEQF) document, One credit unit is equivalent

to 10 notional hours. This definition of credit units is opposed to the current practice where credit units are defined in terms of lecture hours. The concept of notional hours looks at the learning workload from the learner’s perspective and therefore aggregates all learning activities that s/he is involved in order to achieve intended learning outcomes. Translating from the current practice of defining credit units in terms of contacts to the new way of defining them in terms of notional hours may require some considerable effort.

ii) In the current Makerere University system a Credit implies contact hours and ONE credit unit (CU) equals 15 contact hours but this could also include the independent work by the students since these are hard to quantify.

xxiii. How many credits per year does a degree prog ramme have?

For undergraduate programmes the minimum standard by the NCHE is 120 credits BUT as the bench mark notes

NB: A course unit or module with more credit units will generally require more learning time than any other course or module at the same level with lesser credits units. In the case of the UHEQF,


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For example Student offering Bachelor of Science with Education will have more credits because of the nature of the programme skewed to many practicals as opposed to the Arts programme which may have no or very few practical learning.

NB: For Makerere University for all Post graduate and graduate programmes all modules or course units cannot have less than 3 credits.’ Hence the rule is Compulsory courses 4 credits electives 3 credits

xxiv. Is the same measure of credit used for differ ent levels (bachelor, master, PhD)? and for the different areas? (Does the credit have the same value for Law and for Medicine, for example?) Here the answer is a yes and No The same definition stands for all programmes but the nature of content and learning dictate how the credit is assigned to a programme

xxv. How are the credits allocated to a degree prog ramme? Its allocated depending on the pedagogical activities and depends on the course units the compulsory ones have more credits than the electives.

xxvi. Other comments related to the credit that you wish to make? 1) The move to have a uniform Credit system for Uganda begun in 2006 2) It should be noted that the Credit system only applies to Universities but not in

other higher education institutions. These have their own systems but which are recognized.

3) Any module or course unit should not have less than 3 credits 4) Makerere University has been practicing a seemingly credit system since 1970

and the reason for this are: There were too many people who all the time wanted to transfer or run away from Uganda to study abroad due to political persecution the university always found a way of enabling these transfer to other universities abroad most especially during Amin’s regime ( 1971- 1979) and between 1980-1985 civil war .

5) In 2006 Uganda NCHE received funding from the Rockefeller Foundation to study and incept a Credit system in Uganda

6) The Pilot study on the feasibility of the Credit system or a case of Minimum standards was done on the following programmes

� Agriculture � Medicine � Environment studies � Civil Engineering

7) The NCHE Uganda Higher Education Qualification Frame work is a kind of minimum standard document from which universities can establish their own depending on the programme in question.

8) There is always a possibility of Credit transfer abuse if not well defined. ( It was noted that some students wanted to run away from certain universities or join prime universities using this system circumventing the original entry points so some other policies are set in place eg: a. You cannot transfer more than 60% of the credits to another University. The

university which offers over 60% of the credits is the awarding institution. b. In case you want to transfer to a certain university you should have the

necessary entry requirements comparable or higher than those possessed by those already in the system.

9) The debate on the Credit system is ongoing. 10) We hope when the credit system is fully realized students will be more

comfortable and looking for potential courses from universities which may be


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more specialized or have better pedagogical over heads or comparative advantage ion certain programmes.


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3.35. Zimbabwe

1. Name of the country: Zimbabwe 2. Name of the Representative who prepared the repo rt:

Rosemary Moyana, University of Zimbabwe.

3. All information referred to in this report was obtained from the Zimbabwe Council for Higher Education (ZIMCHE).

4. Is there any credit system in Zimbabwe: Yes.

7. Since when was the credit system in place: From the inception of each new university, except the University of Zimbabwe. At the University of Zimbabwe the credit system will start being used in August 2016. The University will be migrating from the Course Unit system. 8. How extensive is the system? Fifteen Universities in Zimbabwe currently use the credit system with the University of Zimbabwe starting in August 2016 to use that system. As they reported at the 13 to 14 April 2016 ZIMCHE workshop on Harmonising University Education in Zimbabwe focusing on the Credit System, they researched on that system and adopted it. 9. Reference documents: Emmanuel Ngara, “Situational Analysis of the Credit System and Minimum Body of Knowledge in Zimbabwe.” Paper prepared for the Harmonisation Workshop, February 2016. Zimbabwe Council for Higher Education. The paper makes reference to the South African Quality Assurance body (SAQUA). It also makes reference to the national systems of Universities in South Africa such as the University of KwaZulu-Natal, the UK (England, Wales and Northern Ireland) and the European Higher Education Credit Transfer and Accumulation System (ETCS). In addition, the document refers to DoE, 2007. 10. How is the credit measured? Fourteen universities including the University of Zimbabwe starting from August 2016, reported that they use the credit hour system also known as the Credit Accumulation and Transfer System (CATS), which measures contact hours per week. “The Credit Hour Approach is based on the number of ‘contact hours’ per week and per semester. This should include any time that the lecturer spends with students such as lecture time and laboratory time. A credit hour is normally based on the number of contact hours per week” (Ngara E A, “Situational Analysis…” power point 5). Two universities use the Notional hours approach. “Notional study hours (also referred to as “learning hours”) represent an estimate of the time spent by an average full time equivalent student to master a unit of learning” (Ngara, E A, “Situational Analysis…” power point 6). The hours referred to under the Notional hours approach include learning activities of the student, inclusive of contact time (lecture time), private study, research, assignment writing and examinations (Ibid, power point 6). Under this approach, “10 notional study hours amount to one credit.” 11. How many credits per year does a degree progra mme have? Under the Notional Study Hours approach, “a year’s undergraduate programme is worth 120 credits.” A three year Bachelors degree which would have 3 600 Notional Study Hours is worth 360 credits. A four year Bachelors degree = 4 800 Notional Study Hours = 480 credits.


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For those universities using the Credit Hour system, one contact hour = one credit. If a student takes six courses per semester, each worth 3 credits, therefore, total credits for that semester would be 18 credits. Credits per year (two semesters) = 36; and for the 3-year degree = 108 credits. For a four year degree = 144 credits, and so on. Universities on the Credit Hour system are calculating credits this way (Ngara, E A, “Situational Analysis…” Table 2: Comparison of the calculation of credits and hours in some Zimbabwean universities and institutions in some other countries). In order to calculate or measure student performance, the Grade Point Average system is used where measurement is 0-4, 4 being A; 3 = B; C = 2; D = 1 and F = 0 (Ngara, E A, “Situational Analysis…” power point 7 and Table 1: Student Assessment–the Grade Point Average). 12. Is the same measure of credit used for differe nt levels (bachelor, master, PhD) and for the different areas? Yes…but for the Masters degree for example, students earn many credits in a shorter time than the Bachelors. For a two year Masters degree under the Notional Study Hours approach, it would be for 3 600 hours and worth 360 credits. PhD degrees are by research mostly so we are still working on how to allocate credits to them. 13. How are the credits allocated to a degree prog ramme? … as described in numbers 11 and 12 above. 14. Other comments related to the credit that I wi sh to make… The above systems in Zimbabwean universities are still institutionally individualistic. The Zimbabwe Council for Higher Education’s workshop of 13 and 14 April 2014 aimed at beginning the process of harmonising all universities so that they use a system that is understood by all, especially a system that is understood by students and university staff to facilitate student mobility within Zimbabwean universities and elsewhere. The process is not yet complete. Discussion was done and suggestions were given as to the way forward to harmonise this system among other issues. The outcome of this effort will see all universities harmonised around either the Credit Hour or the Notional Study Hour systems.

Rosemary Moyana University of Zimbabwe


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4. DOCUMENT 2: State of the Art of Credit in the Af rican Higher Education System

1. Introduction

One of the challenges facing African higher educational system is the difficulty in transferring part or whole of a study from one region to the other or from one institution to another. This is because there is no reliable tool for measuring student achievement in a transparent way and there is no defined system which allows for adequate recognition of degree between institutions and between countries. The concept of ‘credit’ refers to the amount of learning contained in a qualification or part-qualification (SAQA, 2014). In the Bologna system, credits reflect the total workload required to achieve the objectives of a program – objectives which are specified in terms of the learning outcomes and competences to be acquired – and not just through lecture hours. It makes study programs easy to read and compare for all students, local and foreign, and therefore facilitates mobility and academic recognition (Khelfaoui, 2009). Little information is available on how partial period of study is recognized both between universities and countries in Africa In Africa, there is no common and reliable means of measuring and transferring acquired knowledge. In some countries, the concept of credit has limited understanding and different meanings and different applications. There is need to recognize and understand the different types of Credits systems being used in different parts of Africa. This study was carried out to find out the different types of credit systems in African countries. It is hoped that this will make comparability and transferability of period of studies in the continent possible. This process will promote comparability of degrees, diploma and certificates and will help in the development of the African higher education space as well as promote mobility of staff and students in Africa.

2. Methodology This study was carried out through a questionnaire systems distributed to country participants in the Tuning Africa Phase 2 program. Country participants with an average of 4 institutional membership in each country were requested to complete some questionnaires and clarify their completion with their national regulatory agencies or the Ministry of Education officials in their countries where the former does not exist. Responses were received from 35 of Africa, as in Table 1. The analysis of the various country reports constitute the focus of this presentation

3. Results

3.1Status of Regulatory Agencies in African countri es Among the 35 countries covered in this survey, twenty five of them have national regulatory agencies. Three of the five countries in North Africa in this study have national regulatory agencies. All the countries in North Africa under this study are committed to the Licentiate-Masters-Doctorate (LMD) reforms.


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Table 1: Status of National Regulatory Agencies in the countries under study

In southern Africa, there are well established quality assurance regulatory agencies in Botswana, Lesotho, Mozambique, Namibia and South Africa. The Ministry of education currently carry out regulatory functions for higher education in Angola, Madagascar, Malawi and Mauritius. All the southern African countries under this study have credit systems, except Angola In East Africa, Djibouti and Somalia have no national QA regulatory agencies, while Burundi, Eritrea, Ethiopia, Kenya, Rwanda, Tanzania and Uganda have well established national quality assurance agencies. In West Africa, the Ministry of Education and ‘Conseil Africain et Malgache pour l'Enseignement Supérieur’ (CAMES) provide regulatory functions for higher education institutions in the French speaking countries of Benin, Burkina Faso, Cote-D’Ivoire and Senegal while Cape Verde, Mali and Nigeria have established national regulatory agencies. Only three countries were covered in Central Africa under this study. Higher education regulations in Cameroon is under the CAMES system, while that of the Democratic Republic of Congo is under the control of the Ministry of Education. Zimbabwe has a national Quality Assurance Regulatory Agency for higher education. The number of countries with national higher education regulatory agencies has increased since the report of Materu (2006) on the same subject. 3.2 Existence of Credit System

Region Countries covered in the study

Countries covered by the Study

Countries with Established Quality Assurance

Regulatory Agencies in the study

Northern 5 Algeria, Egypt, Libya, Morocco, Sudan, Tunisia

Egypt, Libya, Sudan, Tunisia

Southern 10 Angola, Botswana, Lesotho, Madagascar, Malawi,

Mauritius, Mozambique, Namibia, South Africa,

Swaziland

Botswana, Lesotho, Mozambique, Namibia, South

Africa,

East 9 Burundi, Djibouti, Eritrea, Ethiopia, Kenya, Rwanda, Somali, Tanzania, Uganda

Burundi, Eritrea, Ethiopia, Kenya, Rwanda, Tanzania,

Uganda, West 8 Benin, Burkina-Faso, Cape-

Verde, Cote-D’Ivoire, Mali, Mauritania, Nigeria, Senegal

Conseil Africain et Malgache pour l'Enseignement Supérieur (CAMES) for Benin, Burkina-Faso, Cote-D’Ivoire, Mali, and Senegal. Regulatory agencies in Cape Verde, Mali, Nigeria

Central 3 Cameroon, Democratic Republic of Congo (DRC),

Zimbabwe

Cameroon and Zimbabwe

TOTAL 35


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In North Africa, all the five countries under this study are committed to the LMD programs, and credit systems operates in their higher education institutions. However, not all the Universities in the five countries employ the Credit system. Some Universities are still using the old British system. In southern Africa, only Angola has no Credit system. All the other 8 countries have one form of Credit system or the other. All universities in Madagascar, Mauritius, Namibia and South Africa practice the Credit system. As in the case of the North African countries, not all universities in Botswana, Lesotho, Malawi, Mozambique and Swaziland currently operate the Credit system. In East Africa, credit system started with Kenya in 1968 and the latest country to adopt the system is Burundi in 2012. It is only in Somalia that the Credit system does not exist in east Africa. Some of the countries, such as Djibouti has not been able to apply the credit system to their medical programs. In West Africa, the credit system started in 1968 in Nigeria and developed widely between 2008 and 2010 in other countries. Some programs in Medicine are exempted from the credit system In Central Africa, Credit system started in Cameroon in 2007 and has just been introduced to Zimbabwe in 2016. The Democratic Republic of Congo (DRC) has no Credit system. Most universities in Cameroon operate the LMD while not all universities in DRC and Zimbabwe operate the Credit system. LMD is at Pilot phase in University of Lumumbashi (DRC). In Zimbabwe, 15 Universities have committed to change from Course Unit System to Credit system. CAMES Document on LMD reforms available in Cameroon. There are various publications in the different regions on their operations of credit system. Countries where these publications have been produced include Algeria, Madagaskar, Mozambique, South Africa, Nigeria, Cameroon and other countries under the CAMES protocol. 3.3 How Credit is measured Generally, the process of accreditation includes peer reviews, site visits and a report to judge quality, capacity, outcomes and need for improvement. In North Africa, credit is measured in terms of the teacher contact hours with the learners. In some case, both the staff contact hours and the time taken for the students to carry out independent studies are taken into consideration. But in Tunisia, Credit is measured on the quality of the curriculum and quality assurance of institutions. In southern Africa, most of the countries use the Notional hours including contact time, structured learning, workplace earning ,assessment, and self-study ( 1 credit=10 notional hours). However, in Mauritius, Credit is based on Staff contact hours (1 credit unit = I hour of lectures or 3 hrs. practical or I hr tutorial for 15 weeks). In many countries of East Africa, Contact Hours and Independent work of students are employed in determining the credit. However, in Ethiopia and Djibouti, contact hours are employed for measuring Credit. In West Africa, credit is measured using the staff contact hours only. In Nigeria, one credit unit means a course work of one hour lecture or three hours of practical or one hour of Tutorial, over a fifteen week semester term. Similarly, contact hours is used to measure credit in Central Africa. There are few universities using both the contact hours and the students learning hours in the calculation of credits.


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3.4 Value of Credit in different programs Credit does not have the same value in all the countries and regions as shown in Table 2. One credit load is made up of 20 to 25 hours of teaching and learning hours. In some other institutions, 1 hour of teaching over a period of 15-16 hours or practical classes of 2 – 3 hours over a semester made up of 15-16 weeks. Table 2: Values of One Unit in different Regions Type of Credit System

Value of One Credit Unit Course

Region Where Applicable

Contact Hours Teacher’s Work-load.

1 hr. of lecture over 15 weeks Northern Africa, West 2 hrs of Practical over 15 weeks

Northern Africa

20-25 teaching and learning hours

Northern Africa

3 hours of Practical for 15 weeks

Western Africa

1 hour of Tutorials for 15 weeks

Western Africa, Northern Africa

Learners’ Centred

10 hours of notional hours made up of including contact time, structured learning, workplace earning, assessment, and self-study.

Southern Africa, Eastern Africa

15- 18 hours of notional hours made up of including contact time, structured learning, workplace earning, assessment, and self-study.

East Africa

15 hours Lectures + 10 hours of independent work

East Africa

In many countries in southern Africa, credit is calculated using Notional hours including contact time, structured learning, workplace earning, assessment, and self-study ( 1 credit=10 notional hours). In Eastern and Central Africa, Contact Hours and Independent work of students are employed in determining the value of credits. (a) I unit=10 notional hours) (b) 1 credit=15-18 contact hours or students workload (c) I Unit = 15 hrs Lectures + 10 Hrs. Independent work. In many countries of West Africa, contact hour is used in determining credit. Some of the features include: (a) (I credit = I contact hour or 3 hours of practical or 1 hour of Tutorial per week for 15 weeks (b) 1 credit=20 hours The credit load per year varies from institution to institution and from country to country, as shown in Table 3. Table 3 : Credit Load per Year Region Credit Points Per Year

North 30- 60 units South 18-60 units East 36-60 units


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West 30 units, 48 units, 60 units Central 36 – 60 units The credit load for the various programs are different among the regions as shown in Table 4. Table 4 : Credit Loads for Different Programs

Region Bachelor

Masters

Doctorate

Northern 120-180 36 units or 130-136 units

No information provided

Southern 60, 100, 120 credits 60, 120, 180 120, 360, 480 credit

East In Burundi, 180 ( But 420 for Medicine and 240 for Engineering) () 60, 135, 120, 180 units for others bachelors programs depending on the program

120-136. 360

West 180-360 36 - 180 120 Central 108 - 180 120 300

4. Discussion From the study, the following findings can be deduced about the state of the art of credit in African higher educational system.

• Credit system has been known in the African Higher Educational system for many years.

• Credit system development is differentiated depending on a country’s level of development. Some countries in Africa have not developed their credit system.

• African universities consider credit as a measure of measuring the load of the teacher rather than as an expression of the volume of leaning based on defined learning outcomes and associated workload.

• In many African institutions, credit is measured based on the contact time with the teacher.

• Credit does not have the same value in all the countries and regions (Anglo-phone and Franco-phone credit systems differ)

• There is currently no credit transfer system among institutions in Africa • The load of credit is not comparable among the institutions in Africa

5. Recommendations

• There is need to have a common agreement on the definition and value of credit in the African higher educational system in order to promote transferability and comparability.

• There is need for agreement on the Workload of a credit unit • There is need to agree on number of credit units for each year and for the different

programs ( i.e. Bachelors, Masters and Doctorate) • There is need for a harmonized continental credit system that balances Anglo-phone

and Franco-phone countries.


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• National qualifications framework may become regional frameworks to promote comparability of degrees in Africa and cross-border mobility of students and skilled workers, peer reviewers and external examiners across regions. From the RECs, the continental credit system can easily be drawn.

6. References Khelfaoui, H (2009) The Bologna process in Africa: globalization or return to ‘colonial situation’ . JHEA / RESA 7, 21-38 Materu, P (2006) Higher Education Quality Assurance in Sub-Saharan Africa Status, Challenges, Opportunities, and Promising Practices. World Bank Working Paper No. 124 South African Qualification Framework ( 2014) Policy for credit accumulation and transfer within the national qualification framework. Pg. 4


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5. DOCUMENT 3: Consultation Process Survey on STUDENTS WORKLOAD

Proposal for PARTICIPATING UNIVERSITIES

At the Second General Meeting of the project held in Ethiopia, a strategy was defined for estimating student workload through a questionnaire survey.

A) WHAT TO CONSULT ABOUT?

The survey aims to estimate the real hours of work needed by a student to pass the unit/course/module from the point of view of both academics and students. This requires that each Subject Area Group chooses the same SEMESTER in an Undergraduate DEGREE PROGRAMME.

For example: Bachelor in Agricultural Sciences from the University XYZ is structured in 6 semesters (3 years duration). The survey will be conducted with reference to the fifth semester of studies.

The semester marked in red is the academic period selected to implement the survey. In such semester according to this programme (used only as an example) there are 4 units/courses/modules:


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The survey will be conducted for EACH UNIT/COURSE/MODULE . All the academics who have taught the 4 units/courses/modules in the semester will be surveyed. Some students who have taken and passed any or all of the four units/cours es/modules will also be surveyed .

B) WHO TO CONSULT?

The subjects of study are the academics and students of ALL units/courses/modules in the selected semester.

Every participating university of the Tuning Africa project will conduct surveys to:

1) Academics who have taught these units/courses/modules in the chosen semester (main academics of the unit/course/module, teaching assistants, etc.).

2) Students who have passed the unit/course/module for which they will be surveyed. It is desirable that the student sample is composed of an equal number of students who have obtained very good grades, medium grades and low grades.

C) HOW MANY TO CONSULT?

1) Academics : ALL teachers who have taught the units/courses/modules that are included in the selected semester must be surveyed.

2) Students : 12 students who have passed each of the units/courses /modules included in the selected semester must be surveyed (where there are fewer students who passed the unit/course/course, the total number who have passed will be surveyed).

For example, in Bachelor in Agricultural Sciences quoted above, at least 40 students should be surveyed in total and at least 4 academics. As the survey is conducted PER UNIT/COURSE/MODULE, it may be that one student who, having passed more than one of the units/courses/modules is included in several surveys.

Year Semester Unit/Course/module

Minimum number of

respondents (Teachers)

Minimum number of

respondents (Students)

3 5

Crop Production Technologies 1 12 Posharvest Management and Agricultural Produce Processing 1 12

Project I 1 12

Agricultural Management and Marketing 1 12


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Total 4 48 D) WHAT FORMAT TO USE FOR THE CONSULTATION?

The survey will be conducted for EACH UNIT/COURSE/MODULE , both for students and academics. Annex I is the questionnaire for Academics and Annex II is the questionnaire for Students. The questionnaires consist of 6/7 questions . The questionnaires will be answered on paper and will be managed by the representative of the University in the Tuning Africa project.

E) HOW TO CARRY OUT THE CONSULTATION?

There are 3 steps to follow in relation to the consultation:

1) Preparation of the consultation

Each University participating in each subject area must send to the project manager (MaríaOrtíz Coronado) the following information:

1. Name of the Programme in which the study will be c onducted: (e.g. Bachelor of Education.) 2. Duration of the Programme in years (e.g. 4 years.) 3. Chosen Semester : (e.g. 5th semester.) 4. Name of the Units/Courses/Modules covered in that p eriod: e.g.

i. Unit/Course/Module a: (e.g. Crop Production Technologies.) ii. Unit/Course/Module b: (e.g. Postharvest Management and Agricultural Produce Processing.) iii. Unit/Course/Module c: (e.g. Project I.) iv. Unit/Course/Module d: (e.g. Agricultural Management and Marketing.) v.Unit/Course/Module …

5. Number of calendar weeks in the semester __________

6. Academic hour in your university is ______ minutes . 7. Number of credits per year (if applicable) __________ 8. Number of hours per credit (if applicable) __________

This information should be sent before 30 March 2016.

Questionnaires will be available on a Web site and access will be possible with a user code that will be supplied. Thus, each of the participating universities in each subject area will have a code to access the questionnaires for students as well as a code to access the questionnaires for academics.

2) Conducting the surveys

In each participating University the subject area should identify the academics and students undertaking the survey. Students and academics should be convened to briefly explain the purpose of the survey. The questionnaire should then be distributed in printed form, and completed during the meeting. This procedure facilitates the collection of information, since in a short session the explanatory talk and data collection can easily be performed.

3) Loading surveys in the On-line application


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The completed questionnaires on paper must be loaded into the on-line application. The Tuning representative in the subject area or an appointed administrative assistant at each University must enter the data from each questionnaire on the website. There will be some funding available for this work. No printed questionnaires should be sent to the pro ject coordination as everything will be entered in an on -line form.

The data must be uploaded by 30 August 2016 . From that date on the information that has not been loaded into the Online Consultation will not be taken into account for the analysis.

F. WHAT IS THE WORK SCHEDULE FOR PARTICIPANTING UNI VERSITIES?

30/03/2016 Delivery by participating universities of the information on the academic period and subjects to be considered in the survey.

30/04/2016 Start of the survey process.

30/08/2016 End of survey process.

With all the information gathered, the project coordination will create the report, including statistical tables and charts that will be discussed at the Third General Meeting in October 2016.


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Annex I

Questionnaire for Academics

Dear Colleague,

This study is part of the Tuning Africa II project. We are conducting a survey to estimate the workload of students by collecting information from ACADEMICS and STUDENTS. Please fill out the form and answer the questions in the unit/course/module which was taught by you during the last academic year. The collected data will be totally anonymous and confidential.

The project Tuning Africa II appreciates your collaboration in providing us with this information.

Instructions for completion:

Each University has informed Points 1-9 by 30 March 2016. You are invited to respond to the items 10-15. Please underline or circle one answer ("Yes" or "No"), if answer is “Yes” please specify the amount of time.

1. Subject area: _________________________________________________________

2. University: ___________________________________________________________

3. Programme: _________________________________________________________

4. Semester/year6_________

5. Unit/Course/Module___________________________________________


7. Academic hour in your university is ______ minutes. 8. Number of credits per year (if applicable) __________ 9. Number of hours per credit (if applicable) __________

10. How many CONTACT HOURS7 in total are there in your unit/course/module during the SEMESTER? ......... hours

11.

From the list below, specify the types of INDEPENDENT WORK you require in the unit/course/module during the SEMESTER. Enter the estimated number of hours which, in your opinion, the student should spend in order to complete the independent study in the unit/course/module.

a. Reading materials (including internet search) Yes, ... hours No b. Fieldwork (site visits, etc.) Yes, ... hours No c. Laboratory work (not counting in contact hours) Yes, ... hours No

d. Preparation of assignments (essays, reports, design work, modelling, interviews, presentations, etc.)

Yes, ... hours No

e. Preparation and follow- up work for scheduled classes

f. Preparation for assessment, final examinations, tests, etc. (summative assessment).

Yes, ... hours No

6Only in case semesters are not equal in duration or in case of a trimester system you are asked to respond to this item for a full academic year. 7Contact hours represent the amount of time spent on face to face teaching in a particular unit/course/module (Including lectures, seminars, clinical practices, supervised labs, project work and field work) as well as on-line interaction in the framework of a learning module and personal counselling.


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g. Other (specify): ........ hours No

12.

How many hours does an AVERAGE student need to complete all the requirements of your unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

13.

How many hours does an AVERAGE student need to complete all the requirements of your unit/course/module per WEEK (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

14. When planning your unit/course/module, did you estimate the hours students will have to spend on independent work?

Yes No

15. Did you take students’ expectations into consideration when planning the workload for your course?

Yes No

16. Did you take students’ feedback into consideration when planning the workload for your course? Yes No

Thank you for participating in the survey.


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Annex II

Questionnaire for Students

Dear,

This study is part of the Tuning Africa II project. We are conducting a survey to estimate the actual workload of students by collecting information from ACADEMICS and STUDENTS. Please fill out the form and answer the questions in the unit/course/module that you have studied, finalized and passed in the last academic year. The data collected will be totally anonymous and confidential.

The project Tuning Africa II appreciates your collaboration in providing us with this information.

Instructions for completion:

Points 1-9 are pre-filled by the university staff. You need to respond to the items 10-15. Please underline or circle one answer ("Yes" or "No", if answer is “Yes” please specify the amount of time.

1. Subject area: _________________________________________________________

2. University: ___________________________________________________________

3. Programme: _________________________________________________________

4. Semester/year8_________

5. Unit/Course/Module___________________________________________


7. Academic hour in your university is ______ minutes. 8. Number of credits per year (if applicable)__________ 9. Number of hours per credit (if applicable)__________

10. How many CONTACT HOURS9 in total were you given to study this unit/course/module during the SEMESTER?

......... hours

11.

Using the list below, specify the types of INDEPENDENT WORK you used in the unit/course/module during the SEMESTER. Under g. add any other ways of learning that you use that are not included here. Enter the estimated number of hours that you needed to complete the independent work on unit/course/module.

......... hours

a. Reading materials (including internet search) Yes, ... hours No

b. Fieldwork (site visits, etc.) Yes, ... hours No

c. Laboratory work (not counting in contact hours) Yes, ... hours No

d. Preparation of assignments (essays, reports, design work, modelling, interviews, presentations, etc.)

Yes, ... hours No

8 Only in case semesters are not equal in duration or in case of a trimester system you are asked to respond to this item for a full academic year. 9Contact hours represent the amount of time spent on face to face teaching in a particular unit/course/module. (including lectures, seminars, clinical practices, supervised labs, project work and field work) as well as on-line interaction in the framework of a learning module and personal counselling..


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e. Preparation and follow- up work for scheduled classes Yes, ... hours No

f. Preparing for assessment final examinations, tests, etc. (summative assessment).

Yes, ... hours No

g. Other (specify): .......... hours No

12. How many hours did you spend in the SEMESTER to complete all the requirements of this unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

........... hours

13. How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of this unit/course/module?

14.. At the beginning of the unit/course/module, were you informed about the number of hours planned for independent work?

Yes No

15. Were you given the opportunity to provide feedback about the workload in this unit/course/module?

Yes No

Thank you for participating in the survey.


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6. DOCUMENT 4: Results of consultation on Student Workload in Africa 1. Data editing, cleaning &checking and consistency The raw database went through the standard process of editing, cleaning and checking for extreme, invalid or inconsistent values. Given the nature of the survey, where individuals were asked to give rough estimates referred to the number of hours devoted to different academic activities within different time periods (semester, week), some inconsistencies and errors were to be expected. At the same time, and as it happens in many surveys, some questions were left unanswered sometimes or individuals assigned values which could be considered as inconsistent. The process of data checking/cleaning was performed on each of the variables separately. Careful analysis was carried out observing the distribution of different variables to decide what could be considered as inconsistent within each variable based on the analysis of outliers. As it could be expected, the number of outliers was higher among students than among academics. 2. Calculating results Results are displayed according to areas and regions always divided into academics and students. The methodology implies that in order to include a given academic institution in the final results, at least one value was requested for all courses constituting one given semester. Table 1: Distribution of countries per region

Region

Countries covered by the Study

Northern

Algeria, Egypt, Libya, Morocco, Mauritania, Tunisia

Southern

Angola, Botswana, Lesotho, Madagascar, Malawi, Mozambique, Namibia, Swaziland, South Africa, Zambia, Zimbabwe

East

Djibouti, Ethiopia, Kenya, Mauritius, Rwanda, Somalia, Sudan, Tanzania, Uganda, Eritrea, South Sudan

West

Benin, Burkina Faso, Cape Verde, Cote d'Ivoire, Ghana, Mali, Nigeria, Senegal

Central

Burundi, Cameroon, Democratic Republic of Congo) (ex Zaire)

TUNING AFRICA

ACADEMIC WORKLOAD STUDY

Deusto, October 2016

How many CONTACT HOURS* in total were you given to study this unit/course/module along the SEMESTER?* Contact hours: the amount of time spent on training in contact with the teacher or otherstaff of the university in the study of a particular unit/course/module. It includes lectures,seminars, clinical practices, labs, project work and field work (supervised).

Mean values for each area and group

01Academics Students

Academics Students

Agricultural Sciences 231,00 346,30Applied geology 365,25 413,05Civil Engineering 346,67 324,21Economics 271,78 301,16Higher Educ. Manag. 126,17 183,26Mechanical Eng. 313,72 320,56Medicine 389,08 337,06Teacher Education 323,08 254,01

Total CONTACT HOURS to study this unit/course/module along the

SEMESTER (1)

How many CONTACT HOURS in total were you given to study this unit/course/module along the SEMESTER?

02

0,00 200,00 400,00 600,00 800,00 1000,00

Agricultural Sciences

Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

Academics Students

North 302,24 316,36West 272,95 306,20South 359,74 307,28East 286,58 304,21Central 348,75 339,05


SEMESTER (1)

How many CONTACT HOURS* in total were you given to study this unit/course/module along the SEMESTER?* Contact hours: the amount of time spent on training in contact with the teacher or otherstaff of the university in the study of a particular unit/course/module. It includes lectures,seminars, clinical practices, labs, project work and field work (supervised).

Mean values for each region and group

Academics Students 03

How many CONTACT HOURS in total were you given to study this unit/course/module along the SEMESTER?

04

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

05

Mean values for each area and group. The final column containing the total is the sum of all previous columns

Specify the types of INDEPENDENT WORK you promote in the unit/course/module along the SEMESTER.Enter the estimated number of hours which, in your opinion, should the student have in order to complete self-work on unit/course/module.

Specify the types of INDEPENDENT WORK you use to learn the unit/course/module along the SEMESTER.Enter the estimated number of hours that you needed to complete self-work on unit/course /module.

Academics Students

Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students

Agricultural Sciences 93,50 116,73 33,67 22,54 29,50 22,77 47,67 68,16 53,83 41,97 75,17 211,30 9,00 4,58 342,33 488,05Applied geology 89,92 79,71 50,92 57,26 45,58 44,41 61,58 78,64 65,17 42,91 62,17 137,16 2,83 1,19 378,17 441,28Civil Engineering 183,50 161,86 59,67 27,98 53,50 34,43 141,90 120,70 130,58 92,24 161,33 200,35 13,25 24,82 743,73 662,40Economics 106,17 111,36 11,67 11,83 9,50 2,46 50,44 58,09 75,83 68,06 114,41 131,53 1,56 12,60 369,57 395,92Higher Educ. Manag. 99,21 120,17 14,08 15,88 1,00 3,91 70,63 79,88 35,42 72,53 85,71 134,04 18,75 20,12 324,79 446,53Mechanical Eng. 186,53 117,92 17,44 9,22 51,14 47,57 113,53 96,78 22,78 34,93 122,33 124,29 0,00 3,31 513,75 434,01Medicine 140,98 121,67 46,08 40,31 61,67 41,33 43,34 31,50 114,22 61,34 81,81 101,72 0,00 1,57 488,10 399,43Teacher Education 167,50 170,59 22,70 32,85 22,48 23,79 92,84 127,33 80,81 90,73 112,85 243,79 12,43 6,18 511,62 695,26

INDEPENDENT WORK

Reading texts or literature

Fieldwork (site visits, etc. not supervised)

Laboratory work (not supervised)

Preparation and execution/

presentation of written work

Working with Internet sources

Preparing for interim assessment, final

examOther TOTAL

Total INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

06

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

Specify the types of INDEPENDENT WORK you promote in the unit/course/module along the SEMESTER.Enter the estimated number of hours which, in your opinion, should the student have in order to complete self-work on unit/course/module.

Specify the types of INDEPENDENT WORK you use to learn the unit/course/module along the SEMESTER.Enter the estimated number of hours that you needed to complete self-work on unit/course /module.

Academics Students

Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students Academics Students

North 96,66 83,31 27,53 21,11 17,86 23,72 64,87 66,08 67,28 65,95 88,54 118,40 1,09 0,62 363,82 379,20West 129,51 121,89 39,86 28,07 40,85 30,20 78,40 90,27 78,94 58,88 101,42 197,26 7,92 7,11 476,90 533,67South 202,36 164,87 13,75 29,43 31,43 10,54 105,81 94,06 89,60 66,55 139,07 203,52 16,93 18,96 598,94 587,93East 176,18 159,77 32,21 25,96 38,94 27,16 81,60 94,16 70,62 69,93 117,10 141,15 7,13 12,98 523,78 531,11Central 48,75 46,91 29,00 28,88 32,50 43,67 90,00 46,70 57,50 50,23 87,25 98,16 0,00 4,47 345,00 319,02

INDEPENDENT WORK

Reading texts or literature

Fieldwork (site visits, etc. not supervised)

Laboratory work (not supervised)

Preparation and execution/

presentation of written work

Working with Internet sources

Preparing for interim assessment, final

examOther TOTAL

07

Total INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

8

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

(1) As shown on Slide 1(2) As shown on Slide 7

9

TOTAL NUMBER OF HOURS PER SEMESTER AS THE RESULT OF THE SUM OF THE PREVIOUS RESULTS

Academics Students Academics Students Academics Students

Agricultural Sciences 231,00 346,30 342,33 488,05 573,33 834,35Applied geology 365,25 413,05 378,17 441,28 743,42 854,33Civil Engineering 346,67 324,21 743,73 662,40 1090,40 986,61Economics 271,78 301,16 369,57 395,92 641,34 697,08Higher Educ. Manag. 126,17 183,26 324,79 446,53 450,96 629,78Mechanical Eng. 313,72 320,56 513,75 434,01 827,47 754,57Medicine 389,08 337,06 488,10 399,43 877,18 736,50Teacher Education 323,08 254,01 511,62 695,26 834,70 949,27


SEMESTER (1)

Total INDEPENDENT WORK to learn this unit/course/module

along the SEMESTER(2)

TOTAL(1)+(2)

Total CONTACT HOURS and INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

10

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics


Academics Students

% Contact hours vs Independent Work

11

59,71%

40,29%

Contact hours

Independent w ork

41,51%

65,92%

Contact hours

Independent w ork

Applied Geology

Academics Students


12

50,87% 49,13%

Contact hours

Independent w ork

48,35%

51,15%

Contact hours

Independent w ork

Civil Engineering

Academics Students


13

68,21%

31,79%

Contact hours

Independent w ork

32,86%

67,14%

Contact hours

Independent w ork

Economics

Academics Students


14

57,62%

42,38%

Contact hours

Independent w ork

56,80%43,20%

Contact hours

Independent w ork

Higher Education Management

Academics Students


15

72,02%

27,98%

Contact hours

Independent w ork

70,90%

29,10%

Contact hours

Independent w ork

Mechanical Engineering

Academics Students


16

62,09%

37,91%

Contact hours

Independent w ork

57,52%

42,48%

Contact hours

Independent w ork

Medicine

Academics Students


17

55,64%44,36%

Contact hours

Independent w ork

54,23%45,77%

Contact hours

Independent w ork

Teacher Education

Academics Students


18

61,29%

38,71%

Contact hours

Independent w ork

73,24%

26,76%

Contact hours

Independent w ork

TOTAL NUMBER OF HOURS PER SEMESTER AS THE RESULT OF THE SUM OF THE PREVIOUS RESULTS

Academics Students Academics Students Academics Students

North 302,24 316,36 363,82 379,20 666,06 695,56West 272,95 306,20 476,90 533,67 749,85 839,88South 359,74 307,28 598,94 587,93 958,67 895,22East 286,58 304,21 523,78 531,11 810,36 835,31Central 348,75 339,05 345,00 319,02 693,75 658,07


SEMESTER (1)

Total INDEPENDENT WORK to learn this unit/course/module

along the SEMESTER(2)

TOTAL(1)+(2)

19

(1) As shown on Slide 3(2) As shown on Slide 9

Total CONTACT HOURS and INDEPENDENT WORK to learn the unit/course/module along the SEMESTER

20

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

North

Academics Students


21

54,62%45,38%

Contact hours

Independent w ork

54,52%45,48%

Contact hours

Independent w ork

West

Academics Students


22

63,60%

36,40%

Contact hours

Independent w ork

63,54%

36,46%

Contact hours

Independent w ork

South

Academics Students


23

62,48%

37,52%

Contact hours

Independent w ork

65,67%

34,33%

Contact hours

Independent w ork

East

Academics Students


24

64,64%

35,36%

Contact hours

Independent w ork

63,58%

36,42%

Contact hours

Independent w ork

Central

Academics Students


25

49,73% 50,27%

Contact hours

Independent w ork

48,48% 51,52%

Contact hours

Independent w ork

26

How many hours does an AVERAGE student need to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

How many hours did you spend in the SEMESTER to complete all the requirements of the unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

Academics Students

Mean values for each area and group

Academics Students


Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account

CONTACT HOURS and INDEPENDENT WORK)

Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)

27

0,00 200,00 400,00 600,00 800,00 1000,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

28

How many hours does an AVERAGE student need to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)?

How many hours did you spend in the SEMESTER to complete all the requirements of the unit/course/module (taking into account CONTACT HOURS and INDEPENDENT WORK)?

Academics Students

Mean values for each region and group

Academics Students


Hours needed to complete all the requirements of the

unit/course/module in this SEMESTER (taking into account

CONTACT HOURS and INDEPENDENT WORK)

Hours needed to complete all the requirements of the unit/course/module in this SEMESTER (taking into account CONTACT HOURS and INDEPENDENT WORK)

29

0,00 200,00 400,00 600,00 800,00 1000,00

North

West

South

East

Central

Students

Academics

30

Respondent reported directly the total number of hours per week (both contact hours and independent work)

How many hours per WEEK does an AVERAGE student study (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

Academics Students

Academics Students


Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to

complete all the requirements of the unit/course/module

Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module

31

0,00 40,00 80,00 120,00 160,00 200,00


Applied geology

Civil Engineering

Economics

Higher Educ. Manag.

Mechanical Eng.

Medicine

Teacher Education

Students

Academics

32

Respondent reported directly the total number of hours per week (both contact hours and independent work)

How many hours per WEEK does an AVERAGE student study (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

How many hours per WEEK did you spend (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module?

Academics Students

Academics Students


Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to

complete all the requirements of the unit/course/module

Hours PER WEEK (both CONTACT HOURS AND INDEPENDENT WORK) to complete all the requirements of the unit/course/module

33

0,00 40,00 80,00 120,00 160,00 200,00

North

West

South

East

Central

Students

Academics

34

Planning the workload for your

unit/course/module, consider necessary to include hours for independent work

Student's expectations and evaluation into consideration when

planning the workload

Aware of the number of hours planned for

the students for independent work

Professor guided you at the beginning of the

unit/course /module on the necessary work load

of each part of the Independent work

Agricultural Sciences 54,55% 48,96% 51,52% 34,99%Applied geology 71,43% 46,89% 49,21% 25,65%Civil Engineering 76,36% 54,09% 50,91% 49,36%Economics 52,94% 28,51% 37,65% 19,00%Higher Educ. Manag. 85,71% 66,73% 75,51% 38,97%Mechanical Eng. 75,34% 60,58% 47,95% 28,21%Medicine 53,13% 28,08% 40,63% 35,86%Teacher Education 58,62% 42,02% 47,41% 29,63%

%Answers from academics saying yes to... %Answers from students saying yes to...

Planning the workload for your

unit/course/module, consider necessary to include hours for independent work

Student's expectations and evaluation into consideration when

planning the workload

Aware of the number of hours planned for

the students for independent work

Professor guided you at the beginning of the

unit/course /module on the necessary work load

of each part of the Independent work

North 59,60% 26,23% 47,68% 32,42%West 62,87% 42,69% 52,69% 22,89%South 56,73% 42,54% 63,46% 37,34%East 76,60% 65,64% 45,74% 52,25%Central 74,55% 74,68% 16,36% 10,85%

%Answers from academics saying yes to... %Answers from students saying yes to...

35