The African Union Commission (AUC) Harmonisation strategy for Higher Education

under the Plan of Action for the second decade of Education for Africa.

Collective desire by member states towards facilitating mutual recognition of

academic qualifications Enhancing intra-African academic mobility

Project on African Higher Education Harmonisation and Tuning Agreed initiative of Joint African-European Union Strategy

(JAES) under Migration Mobility (MME) partnership.

Harmonisation instrument enable African HEIs to contribute to and align with African vision of integration.

Design common curriculum development frameworks enabling comparability and equivalence of learning outcomes in African universities.

Phase I Involved 60 universities (Lusophone,

Francophone, Anglophone, Arabic)

Five subject areas (Agriculture, Teacher Education, Medicine, Mechanical and Civil Engineering)

TUNING Methodology

Used in Europe, Latin-American and Russia

Driven by Mobility in employment Competence at international level Diversity Role of HE and academics to address these needs Ensure competence, quality and readiness of graduates to effectively

participate in an ever increasing globalised society Need for relevance in national and global society Increasing quality of degree programmes (outcomes-based, student

centred and competence based learning)

TUNING Methodology

Community of learners using the methodology (designed steps) to develop degree programmes of quality and social relevance

Three questions: How can we build mutually compatible and comparable

degrees recognised by all participants? How do we create social relevance in degrees? How do we ensure these degrees attain the highest levels

of quality in HE?

TUNING Methodology

Explore the needs of the region.

Build a meta-profile of subject area.

Explore future trends in the profession and society.

Specific mission of the institution.

Right mix of skills to satisfy global demands; contribute to

betterment of society and immediate environments;

needs of knowledge society (research, innovation and

development)

TUNING Methodology Selection of competences appropriate for region

Basic required levels of employability and active citizenship on a personal, professional, institutional and social responsibility level.

Generic set of competences for all University graduates. Further consultation among students, academics, employers,

relevant stakeholders (government, professional bodies, etc.) Search for social relevance – core elements vs specialised

competence in subject area.

Generic Competences for Africa

1. Ability for conceptual thinking, analysis and synthesis. 2. Professionalism, ethical values and commitment to Ubuntu (respect for the well-being and

dignity of fellow human-beings. 3. Capacity for critical evaluation and self-awareness. 4. Ability to translate knowledge into practice. 5. Objective decision-making and practical cost-effective problem solving. 6. Capacity to use innovative and appropriate technologies. 7. Ability to communicate effectively in both the official/national and local languages. 8. Ability to learn how to learn and capacity for life-long learning. 9. Flexibility, adaptability and ability to anticipate and respond to new situations. 10. Ability for creative and innovative thinking. 11. Leadership, management and teamwork skills. 12. Communication and interpersonal skills. 13. Environment and economic consciousness. 14. Ability to work in an intra- and intercultural and/or international context. 15. Ability to work independently. 16. Ability to evaluate, review and enhance quality. 17. self-confidence, entrepreneurial spirit and skills. 18. Commitment to preserve African identity and cultural heritage.

Context

Values & Ethics

Inter- personal Skills

Knowledge, understanding & Practice

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

4S; 5S

2G

8G;28G

18G; 27S; 17G; 26G; 24G; 13G 12S;17S; 16S; 15S; 21S; 1G; 1S; 7/8S; 2S; 3S; 9/10S; 4G; 6S; 5G; 19/20S; 16G; 6G; 18S; 7G; 11G 29G; 30S;

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

CONTEXT

INTERPERSONAL SKILLS

VALUES & ETHICS

KNOWLEDGE, UNDERSTANDING & PRACTICE

A. SUBJECT SPECIFIC COMPETENCES IN TEACHER EDUCATION

Competences related to Knowledge

Understanding of

1. The subject(s) to be taught

2. The underlying principles of the foundations of education

3. Pedagogical knowledge of specific subject areas

4. The local and international social, political, economic, cultural and

environmental contexts of education

5. National and institutional policies relating to education

6. The language(s) of instruction

Competences related to Educational Practice and Skills

Ability to

7. Develop schemes of work and teaching plans (merge with 8)

8. Select, adapt and use appropriate teaching methods and learning activities

9. Use a range of assessment skills to set, mark and grade learners’ achievement

10. Develop and use teaching, learning and assessment materials, including appropriate

ICTs

11. Identify and attend to learners’ needs (learner knowledge)1/2

12. Manage learners both inside and outside formal classroom contexts (merge with 13)

13. Develop own and learners’ entrepreneurial skills

14. Create conducive learning environments that encourage learning

15. Use language appropriately in the classroom and in the subject

16. Conceptualise, analyse situations to solve problems

17. Participate in basic educational research

18. Manage time effectively

19. Critically reflect on their work to improve practice (merge with 20)

20. Adapt to change

Competences related to Values and Ethics

Ability to

21. Care for and support the well-being of all learners

22. Respect socio-cultural diversities (religious; ethnic; linguistic; gender; economic etc)

23. Adhere to the rules and regulations of the profession and institution

24. Maintain equity and fairness among learners and promote inclusive education

25. Continuously upgrade their own knowledge and skills

26. Be a role model

27. Inspire self confidence and appreciation of cultural heritage in learners

Interpersonal competences Ability to 28. Be sensitive to the feelings of others 29. Collaborate and network with others, including peers, head teachers; professional groups; parents 30. Communicate effectively with different audiences and using appropriate tools, including ICTs, and relevant forms of discourse 31. Lead and manage groups

TUNING Methodology Learner outcomes in competency based teacher education Workloads and credit allocations Programme development

Easier to work on joint masters degrees. Three areas of collaboration in teacher educations;

Early Childhood Education Technical and vocational education Inclusive and special needs education