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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 ………………………………………………………..…………………………… 2

1.1. General Agenda ……………………………………………………………….. 2

1.2. Agenda for the 5 Working Groups set up in Tuning Africa I (Agricultural Sciences, Civil Engineering, Mechanical Engineering, Medicine and Teacher Education) ……………………………………….... 4

2. Participants …………….………………………………………………………..............… 9

WORKING DOCUMENTS

3. DOCUMENT 1: Final version of revised/new programmes developed by

SAG member…………………………………………………………………………….…… 24

3.1. Agricultural Sciences ……………………………………………….……………… 24

3.1.1. University of Swaziland ……………………………………………….……. 24

3.1.2. University of Mauritius ………………………………………..…………….. 38

3.1.3. University of Ilorin, Ilorin, Nigeria ……………………..…………………… 48

3.1.4. Université Nangui Abrogoua ………………………......………………….. 70

3.1.5. Université Mohammed Premier, Oujda, Morocco ……………………….. 81

3.1.6. Université de Dschang, Cameroun ………………………….…………… 99

3.1.7. Universite d’Antananarivo ……………………………………………….... 108

3.1.8. Sudan University of Science and Technology …………………………...148

3.1.9. Federal University of Agriculture, Abeokuta, Nigeria …… ……………...163

4. DOCUMENT 2: Staff Development Strategy for Tuning Africa II …………..…….. 179

5. DOCUMENT 3: State of the Art of Credit in the African Higher Education System ……………………………………………………………………………………….... 195

6. DOCUMENT 4: Consultation Process …………………………………….……………. 201

7. DOCUMENT 5: Results of consultation on Student Workload in Africa ……..… 209


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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

12.00 – 12.30 The Student Voice in the African Harmonization Process in

Higher Education. 8 short presentations of Workload from the students´ perspective


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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 5 Working Groups set up in Tuning Africa I (Agricultural

Sciences, Civil Engineering, Mechanical Engineering, Medicine and Teacher

Education)

Monday 17 October 2016

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

AFTERNOON SESSION, WORKING IN SUBJECT AREA GROUPS

Agreements and consensus on the definition of a Credit System for Africa Document: Results of consultation on Student Workload in Africa Document: The Student Voice in the African Harmonization Process in Higher Education: some contributions about workload

14.00 – 16.00 Review of the state of the art in relation to credits across

countries in the region. General reflection on the relevance of a credit system in Africa. Identification of difficulties for implementation in the institutions.

16.00 – 16.30 Coffee Break 16.30 – 17.30 Workload and the Student Voice in the African

Harmonization Process in Higher Education Analysis of the survey results (from the subject area perspective)

Discussion and main conclusions Presentations by selected students on their answers to questions in the consultation. - What are the different kinds of activities you carry out for your

university work? How much time do you spend on each in a typical week? How different is it during exam times?

- What types of activities would you like to have more time for? What types of activities take too much time now? Would you like to include any other type of activities?

- Apart from your university work, what other demands (such as other private and professional commitments) do you have on your time in a typical week?


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17.30 – 18.00 Summing up: main issues identified by the Subject Area

group to be included in the minutes of the SAG:

Relevance of a continental credit system; issues affecting its adoption that are related to the subject area.

Main issues arising from the workload consultation for the subject area.

20.00 Dinner: Swiss Spirit Hotel &Suite

Tuesday 18 October 2016

Swiss Spirit Hotel &Suites Accra Ghana

PLENARY SESSION The morning will be devoted to a workshop on student-

centred approaches to teaching, learning and assessment with large classes. The first part will comprise a staff development workshop in which colleagues are fully involved, hands on. The second part will deconstruct the structure and tasks of the workshop enabling colleagues to contribute to the development of a template for creative workshop planning.

09.00 – 10.30 Workshop

Arlene Gilpin and Maria Yarosh, Tuning Academy, University of Deusto

10.30 – 11.00 Coffee Break

11.00 – 12.30 Development of creative template

Arlene Gilpin and Maria Yarosh, Tuning Academy, University of Deusto

12.30 – 14.00 Lunch: Hotel

AFTERNOON SESSION, WORKING IN SUBJECT AREA GROUPS Subject area groups have two main tasks for the afternoon.

First, to explore the potential that institutions have with regard to

offering staff development workshops, and consideration of their

staff development needs. Second, groups will return to their new and revised

programme


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plans, developed prior to this meeting, and discuss key issues.

14.00 – 16.00 Implementation procedures: strategies and alternatives for

staff development at INSTITUTIONAL level Discussion about the strengths of each institution that could be

offered to others through workshops - What is already done in terms of staff development by your

institution?

- What can your institution offer in terms of good practices? Consideration of the staff development needs in each institution

- What are the needs in your institution in relation to staff development?

- How could you find out what support your staff really need in your institution?

Document: Staff Development Strategy for Tuning Africa II

16.00 – 16.30 Coffee Break 16.30 – 18.30 Validation of the revised/new programmes Final review of the programmes. General discussion of the draft proposal, Tuning Recognition

Agreement: Is it feasible to produce a joint document which sets out the common recognition of the revised/new programme elaborated? Groups prepare a brief summary of the main considerations for their subject area.

Document: Draft Tuning Recognition Agreement Document: Final version of revised/new programmes developed by SAG members

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)


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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 Yohannes Woldetensae, Senior Education Expert, African Union Commission

12.30 Lunch: Hotel

Symposium on Research and Good Practices in competence-based student-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


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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: - 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.

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 Université Catholique de l'Afrique de l´Oest , UCAO-UUC (Phase II)

Benin Université d'Abomey-Calavi

Burundi Université de Ngozi

Cameroon Université de Dschang


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Ghana University of Ghana

Ivory Coast Université Nangui Abrogoua (former Université d'Abobo-Adjamé)

Kenya Egerton University

Madagascar Universite d'Antananarivo

Mauritius University of Mauritius

Morocco Université Mohammed Premier

Nigeria Federal University of Agriculture

Nigeria University of Ilorin

Senegal Université Gaston Berger

Sudan Sudan University of Science and Technology (Phase II)

Swaziland University of Swaziland (Phase II)

APPLIED GEOLOGY

Alger Ecole Nationale d’Ingénieurs de Tunis


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Burkina Faso 2iE -Institut International d'Ingénierie de l'Eau et de l'Environnement Cameroon Université de Maroua Democratic Republic of Congo Université de Lubumbashi

Ethiopia Adama Science and Technology University Ivory Coast Université des Sciences et Technologies de Côte d'Ivoire (USTCI)

Kenya Jomo Kenyatta University of Agriculture and Technology (JKUAT)

Lybia Sebha University

Madagascar Université d' Antananarivo

Mauritania Université des Sciences, Technologie et Médecine (USTM)

Nigeria University of Nigeria, NSUKKA

Rwanda University of Rwanda

South Sudan Juba University Tunisia Faculté des Sciences de Tunis


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CIVIL ENGINEERING

Alger Université Mouloud Mammeri de Tizi Ouzou

Benin Université d'Abomey-Calavi (Phase II)

Botswana University of Botswana

Cameroon Université de Douala

Cape Verde Universidade Jean Piaget de Cabo Verde (Phase II)

Democratic Republic of Congo Université de Kinshasa

Egypt Assiut University (Phase II)

Egypt Tanta University (Phase II)

Ethiopia EiABC - Addis Ababa University

Ghana Kwame Nkirumah University of Science and Technology (Phase II)

Kenya Moi University

Nigeria Ahmadu Bello University

South Africa University of Pretoria


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South Sudan Juba University

Tanzania University of Dar Es Salaam

ECONOMICS

Alger Université 8 mai 1945 Guelma

Angola Katyavala Bwila University

Burkina Faso UNIVERSITE OUAGA II

Cameroon Université de Yaoundé II

Cape Verde ISCEE - Instituto Superior Ciências Económicas e Empresariais Democratic Republic of Congo Université de Goma (UNIGOM) Djibouti Université de Djibouti Egypt Cairo University

Eritrea College of Business and Economics Ethiopia St. Mary's University


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Ghana University of Professional Studies, Accra (UPSA) Kenya Masinde Muliro University of Science and Technology (MMUST) Lesotho National University of Lesotho

Morroco Université Hassan 1er de Settat

Nigeria University of Calabar

Tanzania Open University of Tanzania HIGHER EDUCATION MANAGEMENT

Cameroon Université de Yaoundé II Egypt Alexandria University Ethiopia Jimma University

Ivory Coast Université Alassane Ouattara Kenya Kenyatta University Mauritius University of Mauritius Nigeria Nnamdi Azikiwe University, Awka, Nigeria


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Nigeria University of Ilorin South Africa University of Kwazulu Natal South Africa University of Pretoria Tanzania University of Dar es Salaam The Netherlands Independant Expert Tunisia Université de Tunis Uganda Makerere University

MECHANICAL ENGINEERING

Alger Akli Mohand Oulhadj (Phase II)

Cameroon Universite de Yaounde I

Democratic Republic of Congo Institut Superieur de Techniques Appliquees , ISTA/KINSHASA

Democratic Republic of Congo Université de Lubumbashi (Phase II)

Egypt Cairo University

Egypt Egypt-Japan University of Science and Technology (Phase II)


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Eritrea Eritrea Institute of Technology (Phase II)

Ethiopia Dilla University (Phase II)

Ethiopia Jimma University

Ghana Kwame Nkirumah University of Science and Technology

Lybia University of Zawia (Phase II)

Malawi University of Malawi – The Polytechnic South Africa Cape Peninsula University of Technology South Africa Stellenbosch University Tunisia Ecole Nationale d’Ingénieurs de Tunis

Zambia Copperbelt University

MEDICINE

Alger Universite d'Alger 1

Democratic Republic of Congo Université Catholique de Bukavu (Phase II)

Egypt Menoufia University (Phase II)


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Egypt Suez Canal University

Ethiopia Mekelle University

Kenya University of Nairobi

Mali Université des Sciences, des Techniques et Technologies de Bamako (Phase II)

Morocco Université Cadi Ayyad de Marrakech

Mozambique Universidade Eduardo Mondlane (Phase II)

Nigeria Ebonyi State University Nigeria

Nigeria University of Ibadan Senegal Universite Cheikh Anta Diop de Dakar

Senegal Université de Thiès (Phase II)

Somalia University of Health Sciences (Phase II)

South Africa University of Cape Town

Tunisia Faculty of Medicine of Monastir

United Kingdom Independant Expert


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TEACHER EDUCATION Angola Katyavala Bwila University (Phase II) Botswana Botho University (Phase II) Burundi Université Espoir d`Afrique (Phase II)

Egypt Alexandria University

Ethiopia Arsi University

Gabon Université Omar Bongo

Gambia University of The Gambia (Phase II)

Kenya African Virtual University (Phase II)

Mozambique Universidade Eduardo Mondlane

Namibia University of Namibia Nigeria Benue State University Makurdi (Phase II)

Nigeria National Open University of Nigeria Nigeria University of Nigeria, Nsukka


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Somalia Mogadishu University

South Africa University of the Western Cape Tanzania Open University of Tanzania

Uganda Makerere University, College of Education and External Studies School of Education

Zimbabwe University of Zimbabwe

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

Angola Fórum da Gestao do Ensino Superior nos Países e Regioes de Língua Portuguesa (FORGES) Burkina Faso Conseil Africain et Malgache pour l' Enseignement Superieur (CAMES) Egypt National Authority for Quality Assurance and Accreditation in Education (NAQAAE) Ethiopia Ethiopian Chamber of Commerce and Sectoral Associations (ECCSA) Ghana All- African Students Union (AASU) Ghana Erasmus Mundus Students and Alumni Association (EMA) Kenya African Council For Distance Education (ACDE) Kenya Pan African University (PAU)


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Kenya Commission for University Education Jordan Association of Arab Universities (AARU) Mozambique National Council for Assessment and Quality Asssurance of Higher Education (CNAQ) Nigeria The African Quality Assurance Network (AfriQAN) Nigeria Association of West Africa Universities (AWAU) Nigeria ECOWAS Commission Abuja Senegal National Authority for Quality Assurance (NAQA-Sud) South Africa Southern African Development Community (SADC) South Africa Southern African Regional Universities Association (SARUA) Tanzania Inter-University Council for East Africa

2. 4 List of Participants at Symposium Botswana Botho University Egypt Egypt-Japan University of Science and Technology Egypt Alexandria University


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Ethiopia Jimma University Ethiopia Jimma University Mauritius University of Mauritius Nigeria University of Ibadan Senegal Institut Supérieur de Développement Local Uganda Makerere University Uganda Uganda Management Institute Zimbabwe University of Zimbabwe


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WORKING DOCUMENTS 3. DOCUMENT 1: Final version of revised/new programmes developed by SAG members 3.1. AGRICULTURAL SCIENCES 3.1.1. University of Swaziland IMPLEMENTATION OF TUNING TEMPLATE TO THE PROGRAMME PROPOSAL FOR THE MASTER OF SCIENCE IN CROP PROTECTION ELABORATION OF A PROPOSAL OF A PROGRAMME Authors: H. R. Mloza-Banda, Y. A. Armide, D. M. Earnshaw and M. B. Masuku Revised August 23 2016

1. NAME AND INTRODUCTION TO THE PROGRAMME The Master of Science Crop Protection programme addresses vital issues of crop health within sustainable crop production systems in Sub-Saharan Africa. It opens career chances in agricultural sciences and institutions, and in the agro-industries. The study programme shall be a taught, research and practice oriented, international and multidisciplinary leading to three specilisations in Pathology, Entomology and Weed Science. The qualification shall thus be designated as M. Sc. in Crop Protection (Pathology), M. Sc. in Crop Protection (Entomology), or M. Sc. in Crop Protection (Weed Science). A thesis research project shall offer the opportunity to link academic training with experience in interdisciplinary team work in a professional environment at the University or in a private company or research institution. 2. DESCRIPTION OF THE DEGREE PROFILE OF THE PROGRAMME IN TERMS OF

COMPETENCES

2.1 Generic competences A generic competence is considered a competence which is transferable between subject areas. The graduates of this programme will be qualified crop protection professionals who will be well equipped with scientific knowledge and practical skills that would enable them to:-

1. Identify, analyze and develop holistic solutions to problems related to Crop Protection

2. Generate, demonstrate and promote valuable technologies related to Crop Protection

3. Consult farmers, extension experts, investors and policy makers in formulating appropriate Crop Protection packages and agricultural policies, respectively.

4. Create, design, implement and manage their own agricultural enterprises as well as advice farmers and other entrepreneurs

5. Play leading role in integrating multidisciplinary knowledge and skill in the process of enhancing agricultural productivity and ensuring national food security

6. Be engaged in teaching and training activities at various levels in the field of Crop Protection

7. Be competent candidates in further national and international training opportunities


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2.2 Subject-specific competences A subject- specific competence is considered a competence that is performed in a specific subject area and typical of that subject area. The area of weeds, insect pests and diseases share similar specific competences. Students should be able to:

a) Know morphology, taxonomy and development of insects, pathogens and

weeds b) Perform insect pest, diseases and weed diagnostics c) Assess insects, pathogens and weeds function in crop production and

agroecosystem d) Choose and use efficient agrichemicals and complementary non-chemical

methods against particular insect pests, disease pathogens and weeds e) Evaluate symptoms of plant disorders caused by agrichemicals f) Engage in research projects aimed at entomology, pathology and weed

science and management

3. DEFINITION OF THE LENGTH AND LEVEL OF THE PROGRAMME 3.1 Length of the programme The University of Swaziland prescribes that the maximum duration of the study for a Master’s degree programme shall be two years for a full-tile student and four years for a part-time student. The student shall be required to take and pass a minimum of 42-48 credits in order to graduate. These credits are distributed as follows: 30-36 credits for course work and 12 credits for thesis research work. 3.2 Level of the programme The programme reflects an area of capability in relation to the second cycle/Master’s degree study 3.3 Future studies The programme provides eligibility for admission to related third cycle (Ph.D) qualifications in Crop Protection, Plant Pathology, Entomology, or Weed Science. 4. FUTURE FIELDS/ SECTORS OF EMPLOYMENT/ OCCUPATION The multidisciplinary Master’s programme in Crop Protection will provide students with broad research and analytical skills related to crop protection and open to them a variety of employment areas as follows:

Agrochemical industry Agricultural research institutions Universities International organizations and institutes Consulting companies Public administration and advisory boards Public and private research centers Governmental agencies Crop protection advisors Crop protection consultants

5. LINKING IDENTIFIED CROP PROTECTION (CP) COMPETENCES WITH

AGRICULTURAL SCIENCES META-PROFILE

5.1. Matching supporting elements for agriculture with identified generic competences


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The Tuning Group for Agriculture (TGA) identified supporting elements which they classified into five groups: (1) learning process, (2) social values, (3) organisation and communication skills, (4) innovation and (5) technical/technological capacity as depicted in Figure 1(a). The Crop Protection programme distributed its identified competences in (2) above and depicted as CP in Fig. 1 (b), under each identified supporting element identified by the TGA in Fig. 1 (a).

(a) Agricultural Sciences Meta-profile

(b) Crop Protection (CP) Competencies

Fig. 1. Inter-relationships between the Crop Protection competencies and supportive elements in the agricultural competences Legend for Crop Protection (CP) Competencies:

CP1. Identify, analyze and develop holistic solutions to problems related to Crop Protection CP2. Generate, demonstrate and promote valuable technologies related to Crop Protection CP3. Consult farmers, extension experts, investors and policy makers in formulating appropriate Crop Protection packages and agricultural policies, respectively. CP4. Create, design, implement and manage their own agricultural enterprises as well as advice farmers and other entrepreneurs CP5. Play leading role in integrating multidisciplinary knowledge and skill in the process of enhancing agricultural productivity and ensuring national food security CP6. Be engaged in teaching and training activities at various levels in the field of Crop Protection CP7. Be competent candidates in further national and international training opportunities

In this exercise for example, Learning Process may be achieved under Crop Protection competence 3, 6, and 7. It is evident that all the Core Elements of agriculture are covered by the competences identified for the Crop Protection programme. 5.2. Matching curriculum in Crop Protection with Agricultural Sciences meta-profile A special matrix developed to capture the current ability of the institution to achieve the objectives of the meta-profiles was used to match the Crop Protection curriculum with Agricultural Sciences meta-profile. The matrix enabled the Department to self-assess level of achievement in meeting the generic and subject-specific competences in the proposed Crop Protection programme of study. Competences and elements were largely

Core Elements

of Agriculte

CP3, CP6, CP7

CP4, CP5, CP6

CP3, CP4, CP6,

CP1, CP2, CP4

CP1, CP2, CP4


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covered by the curriculum but those of communication, quality enhancement and entrepreneurial and creative skills were found wanting.

Competences Courses meeting the

competence in the programme

No. of units in degree

programme delivering

competence

Action to be taken by

Department in respect

to this competence

1.0 Core Elements

S1 Knowledge and understanding of agricultural

production, and basic sciences.

CPT603 (3.3) CPT611 (3.0), CPT614 (4.3), CPR602(4.3)

4

S2 Ability to identify problems and apply knowledge to

solving day-to-day agricultural challenges.

CPT690 (1.3) CPT699 (12.0) CPT618 (4.3)

3

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

appraisals.

CPT699 (12.0) CPT618 (4.3)

2

S4 Possession of entrepreneurial and creative

skills.

AEM642 (3.3), CPR602(4.3)

CPT699 (12.0)

3

S5 Ability to design, plan and implement agricultural

research.

CPT613 (4.3), CPT699 (12.0), CPT618 (4.3), CPT614 (4.3)

4

2.0 Learning Process

G1 Ability for conceptual thinking, analysis and

synthesis.

CPT601 (3.0), CPT699 (12.0)

2

G3 Capacity for critical evaluation and self-

awareness.

CPT607 (3.3), CPT690 (1.3), CPT699 (12.0)

3

G4 Ability to translate knowledge into practise.

CPT603(3.3), CPT613 (4.3), CPT614 (4.3), CPT611 (3.0), CPT613 (4.3)

5

G5 Objective decision-making and practical cost-effective

problem solving.

CPT607 (3.3), CPT613 (4.3), CPT614 (4.3), CPT616 (3.0), CPT611 (3.0)

5

G8 Ability to learn how to learn and capacity for lifelong

learning.

CPT690 (1.3), CPT699 (12.0)

2

S1

Knowledge and understanding of agricultural

production and basic sciences.

CPT605(3.3), CPT602(4.3), CPT604(4.3), CPT608(3.0), CPT610(4.3),

10 Response based on

basic sciences


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CPT612(4.3), CPT614(4.3), CPT609(3.3), CPT606(4.3), CPT622(4.3)


research.

CPT699 (12.0), CPT618 (4.3)

2

S7 Ability to understand and adapt to new and emerging technologies in agriculture,

including ICT.

CPT603(3.3), CPT690 (1.3)

2

S10 Ability to adapt and transfer technology; ability to create

new technologies.

CPT603(3.3), CPT607 (3.3), CPT616(3.0)

3

S11 Ability to know, advise on and implement agricultural

policies and regulations

CPT603(3.3), CPT607 (3.3), CPT616(3.0), CPT613(4.3), CPT611(3.0), CPT624(3.0)

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S14 Ability to identify pests, pathogens and weeds associated with crops,

animals and their products


5

S15 Ability to improve quality and safety along the agricultural

value chains.

CPT607 (3.3), CPT616(3.0), CPT611(3.0), CPT624(3.0)

4

S16 Ability to select and manage machinery, implements and

equipment for agricultural use in different farming systems.

CPT607 (3.3), CPT616(3.0)

2

3.0 Social Values

G2 Professionalism, ethical values and commitment to

Ubuntu (respect for the well-being and dignity of fellow

human beings)

CPT607 (3.3), CPT616(3.0), CPT611(3.0), CPT624(3.0)

4

G7 Ability to communicate effectively in both

official/national and local languages.

CPT618(4.3), CPT690 (1.3)

2

G9 Flexibility, adaptability and ability to anticipate and

respond to new situations.

CPT618(4.3), CPT699 (12.0),

CPT624(3.0)

3

G11 Leadership, management and teamwork skills.

CPT618(4.3), CPT624(3.0)

2

G12 Communication and interpersonal skills.

CPT690 (1.3), CPT618(4.3), CPT624(3.0)

3

G13 Environmental and economic CPT603(3.3), 7


27

consciousness. CPT606(4.3), CPT607 (3.3), CPT602(4.3), CPT616(3.0), CPT611(3.0), CPT624(3.0)

G14 Ability to work in an intra- and intercultural and/or

international context.

CPT603(3.3), CPT606(4.3), CPT624(3.0)

3

G18 Commitment to preserve and to add value to African

identity and cultural heritage.


5

S2 Ability to identify problems and apply knowledge to

solving day-to-day agricultural challenges.

CPT605(3.3), CPT618(4.3), CPT620(4.3), CPT622(4.3),

CPT699 (12.0),

5

S12 Ability to make sustainable use of water and other natural resources for

agricultural use.


5

S13 Ability to understand and work within the organisation,

business and community management of the rural

sector.

CPT607 (3.3), CPT618(4.3),

CPT699 (12.0),

3

4.0 Innovation

G1 Ability for conceptual thinking, analysis and

synthesis.

CPT601 (3.0), CPT699 (12.0), ABE601(4.3)

3



5

G6 Capacity to use innovative and appropriate technologies.

CPT603(3.3), CPT613 (4.3), CPT616(3.0), CPT606(4.3), ABE601(4.3)

5

G10 Ability for creative and innovative thinking.

CPT618(4.3), CPT699 (12.0),

2


research.

CPT613 (4.3), CPT699 (12.0), CPT618 (4.3), CPT614 (4.3)

4

S10 Ability to adapt and transfer technology, and ability to create new technologies

CPT603(3.3), CPT607 (3.3), CPT616(3.0)

3

5.0 Organisation and Communication Skills


28

G7 Ability to communicate effectively in the

official/national and local languages

CPT618(4.3), CPT690 (1.3)

2


respond to new situations.

CPT618(4.3), CPT699 (12.0),

CPT624(3.0)

3

G11 Leadership, management and teamwork skills.

CPT618(4.3), CPT624(3.0)

2

G12 Communication and interpersonal skills.

CPT690 (1.3), CPT618(4.3), CPT624(3.0)

3

G14 Ability to work in an intra- and intercultural and/or

international context.

CPT603(3.3), CPT606(4.3), CPT624(3.0)

3

G15 Ability to work independently. CPT618(4.3), CPT699 (12.0),

CPT624(3.0)

3 And to take lead

G17 Self-confidence, entrepreneurial spirit and

skills.

AEM642 (3.3) CPT690 (1.3)

2 Skills from all courses with

practical

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

appraisals.

CPT613 (4.3), CPT699 (12.0), CPT618 (4.3), CPT614 (4.3)

4

S4 Possession of entrepreneurial and creative

skills.

AEM642 (3.3) CPT699 (12.0)

1


research.

CPT613 (4.3), CPT699 (12.0), CPT618 (4.3), CPT614 (4.3)

4

S6 Ability to do business in any part of the world.

AEM642 (3.3)

1

S7 Ability to understand and adapt to new and emerging technologies in agriculture,

including ICT.

CPT603(3.3), CPT690 (1.3)

2

S9 Ability for independent thinking and ability to work with minimal supervision in

the area of agriculture

CPT618(4.3), CPT699 (12.0),

CPT624(3.0)

3

S11 Ability to know, advise on and implement agricultural

policies, and regulations.

CPT603(3.3), CPT607 (3.3), CPT616(3.0), CPT613(4.3), CPT611(3.0), CPT624(3.0)

6

S13 Ability to understand and work within the organisation,

business and community management of the rural

CPT607 (3.3), CPT618(4.3),

CPT699 (12.0),

3


29

sector. 6.0 Technical/Technological Capacity



5

G6 Capacity to use innovative and appropriate technologies.

CPT603(3.3), CPT613 (4.3), CPT616(3.0), CPT606(4.3), ABE601(4.3)

5


respond to new situations

CPT618(4.3), CPT699 (12.0),

CPT624(3.0)

3

G10 Ability for creative and innovative thinking.

CPT603(3.3), CPT613 (4.3), CPT616(3.0), CPT606(4.3),

4

G16 Ability to evaluate, review and enhance quality.

CPT624(3.0) 1

S1 Knowledge and understanding of agricultural

production, and basic sciences.

CPT605(3.3), CPT602(4.3), CPT604(4.3), CPT608(3.0), CPT610(4.3), CPT612(4.3), CPT614(4.3), CPT609(3.3), CPT606(4.3), CPT622(4.3)

10 Response based on

basic sciences


research.

CPT613 (4.3), CPT699 (12.0), CPT618 (4.3), CPT614 (4.3)

4

S7 Ability to understand, and adapt to new and emerging technologies in agriculture,

including ICT.

CPT603(3.3), CPT690 (1.3), ABE601(4.3)

3

S8 Ability to implement sustainable practises and

technologies for the management of natural

resources.

CPT603(3.3), CPT606(4.3), CPT611(3.0), CPR602(4.3)

4

S10 Ability to adapt and transfer technology, and ability to create new technologies

CPT603(3.3), CPT607 (3.3), CPT616(3.0)

3

S12 Ability to make sustainable use of water and other natural resources for

agricultural use.


5

S14 Ability to identify pests, CPT602(4.3), 5


30

pathogens, and weeds associated with crops,

animals and their products

CPT608(3.0), CPT610(4.3), CPT612(4.3), CPT614(4.3)

S15 Ability to improve quality and safety along the agricultural

value chains.

CPT607 (3.3), CPT616(3.0), CPT611(3.0), CPT624(3.0)

4

S16 Ability to select and manage machinery, implements and

equipment for agricultural use in different farming systems

CPT607 (3.3), CPT616(3.0), CPT611(3.0), CPT624(3.0)

4

6. DEFINITION OF THE COMPETENCES

Competence Definition of the Competences

Identify, analyze and develop holistic solutions to problems related to Crop Protection

Ability for conceptual thinking, analysis and synthesis.

Ability to apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments both within narrow and broader (or multidisciplinary) contexts related to their field of study.

Generate, demonstrate and promote valuable technologies related to Crop Protection

Ability to generate knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first degree, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context.

Consult farmers, extension experts, investors and policy makers in formulating appropriate Crop Protection packages and agricultural policies, respectively.

Capacity for critical evaluation, self-awareness and self-limitations.

Ability to gather and interpret relevant data to inform judgments that include reflection on relevant social, scientific or ethical issues in crop protection.

Ability to gather knowledge, advice and implement agricultural policies and regulations in crop protection.

Create, design, implement and manage their own agricultural enterprises as well as advice farmers and other entrepreneurs

Capacity for self-confidence, entrepreneurial spirit and skills to enable them to translate knowledge into practice and engage objective decision-making and practical cost-effective problem solving.

Play leading role in integrating multidisciplinary knowledge and skill in the process of enhancing agricultural productivity and ensuring national food security

Ability to integrate knowledge and handle complexity, and formulate judgment with incomplete or limited information.

Ability to reflect on social and ethical responsibilities linked to the application of their knowledge and judgment.


31

Be engaged in teaching and training activities at various levels in the field of Crop Protection

Ability to communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously through teaching and training activities.

Ability for conceptual thinking, analysis and synthesis to bridge science with practice.

Be competent candidates in further national and international training opportunities

Capacity to use their learning skills for study in a manner that may be largely self-directed or autonomous.

Ability to learn how to learn and capacity for lifelong learning in an intra- and intercultural and/or international context.

Ability that inculcates familiarity with local and national norms and standards as well as international standards governing pesticide science such as those issued by national standards institutions and ISO.

7. SPECIFICATION OF THE LEVEL OF THE COMPETENCES IN EACH

COMPONENT OF THE PROGRAMME Postgraduate students in Crop Protection should be able to develop and demonstrate following knowledge and understanding, qualities, skills and other learning outcomes through lectures, practicals, projects, seminars, and the thesis research component: 7.1 Intellectual competences

a) Describe, formulate and communicate crop protection-related issues and options for taking action

b) Analyse crop-protection oriented issues theoretically and consider them in practice

c) Elaborate a personal opinion in professional issues and defend it during discussion with specialists and non-specialists

d) know contemporary economic issues and be engaged in continuous professional development

7.2 Professional and academic competences a) Apply and evaluate different methodologies relevant to crop protection b) Demonstrate insight into scientific theories, methodologies and concepts within

crop protection c) Produce, source and use relevant data and apply quantitative methods effectively d) Utilise research and development to develop evidence-based crop protection

activities e) Suggest and promote recommendations for phytosanitary policy f) Teach/ train at all levels in formal and informal education establishments

7.3 Practical competences a) Demonstrate proficiency in the practical crop protection competences/ skills

required b) Make and justify decisions based on his or her own crop protection experience c) Show personal integrity and act within ethics of legal frameworks d) Demonstrate ability and willingness to function in a multi-disciplinary setting e) Participate and conduct development work/ projects relevant to crop protection f) Define and apply relevant phytosanitary indicators in project management


32

8. DESCRIPTION OF THE EXPECTED LEARNING OUTCOMES RELATED TO THE

COMPETENCES Learning outcomes are defined herein as ‘statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning’. They place a focus on the coherence and aims of the qualification, the judgement of the designer and how the qualification fits within the traditions of the discipline. Learning outcomes are considered the intended learning outcomes for each student undertaking the programme. They become the student’s achieved learning outcomes at the moment all examinations and required work have been passed or completed successfully to obtain the degree concerned. Competence Expected Learning Outcomes

Identify, analyze and develop holistic solutions to problems related to Crop Protection

The student has demonstrable ability/capacity to: diagnose weeds, insect pests and diseases of

plants, organise, execute and direct effective protection

against them forecast epidemics and gradations, prevent

damages, recognise plant damaging organisations in time

execute and control production processes, and realise research tasks

Generate, demonstrate and promote valuable technologies related to Crop Protection

The student has demonstrable ability/capacity to: perform phytosanitary tasks, analyse effects adapt and improve new plant protection

methods apply plant protection procedures decreasing

pesticide load of the environment, ecological protection

implement integrated plant protection execute and control production processes, and

realise research tasks

Consult farmers, extension experts, investors and policy makers in formulating appropriate Crop Protection packages and agricultural policies, respectively.

The student has demonstrable ability/capacity to: offer advisory services in all matters related to

crop and environmental protection work and communicate collaboratively and

effectively with other professionals

Create, design, implement and manage their own agricultural enterprises as well as advice farmers and other entrepreneurs

The student has demonstrable ability/capacity to: perform directing tasks of plant protection in an

enterprise offer advisory services in all matters related to

crop and environmental protection. acquire entrepreneurial skills for use in creating

employment opportunities

Play leading role in integrating multidisciplinary knowledge and skill in the process of enhancing agricultural productivity and ensuring national food security

The student has demonstrable ability/capacity to: elaborate and implement environment friendly

plant protection procedures implement integrated plant protection

Be engaged in teaching and training activities at various

The student has demonstrable ability/capacity to: elaborate a personal opinion in professional


33

levels in the field of Crop Protection

issues and defend it during discussion with specialists and non-specialists

analyse and refer appropriately to past and current major crop protection works in writings, oral interventions and presentations as well as in course work and dissertation

offer advisory services (teach/ train) in all matters related to crop and environmental protection

appropriately use a range of skills, interventions and activities, and modern technologies for teaching and learning


The student has demonstrable ability/capacity to: know contemporary crop protection issues and

be engaged in continuous professional development;

analyse and refer appropriately to past and current major crop protection works in writings, oral interventions and presentations as well as in course work and dissertation

9. DESCRIPTION OF THE METHODOLOGY OF LEARNING STRATEGY FOR

ACHIEVING THE COMPETENCES 9.1 Programme Structure The two-year MSc programme in Crop Protection will be established as the second postgraduate programme of study at the Department of Crop Production, University of Swaziland. The Department has a six-year long successful experience in postgraduate research and training and offers extensive potential for this new study and research programme. The MSc Crop Protection curriculum is job and research oriented and follows an interdisciplinary approach of crop protection within the larger framework of crop production systems. In addition to the advanced study courses, the capability for interdisciplinary research, improvement of oral and written communication and presentation skills will be focused on. Students shall carry out a thesis research in areas of crop protection, i.e. in agrochemical companies, in research or consulting institutions, on-farm or on-station research and experience the daily research work environment. Specific knowledge of the respective area of work and/or research as well as social skills like work organization, team work, interdisciplinary work, flexibility will be acquired through the research. The two-year MSc programme comprises of four semesters during which 42-48 credits have to be completed. The courses of advanced study contribute 30-36 credits and a thesis research including a written report and oral presentations that shall contribute 12 credits. The training in conceptual and practicall skills is achieved through lectures, seminars, laboratory classes, field courses and project work. The last two semester consists of concentration of work on research for the master thesis - including experiments, data collection and evaluation, and writing up the thesis. The thesis has to be defended in a colloquium. The crop protection study program will cooperate with research institutions and the agrochemical industry at different levels (internship, lectures and practical courses) and provide the opportunity to focus on the topics and tools applicable and on demand for research in national and international crop protection. 9.2 Learning and teaching methods


34

Different types of learning and teaching activity are defined below taking into account the complexity of the study programme and the intensity of subjects (modules). Each activity of the student will be measured in credits and contact hours and will either be an independent activity (subject) or inculcated in a subject.

a) Theory lectures b) Mid-term assessment of theoretical knowledge c) Analysis of a theoretical problem d) Critical assessment of theoretical knowledge e) Presentation of theoretical knowledge f) Tutorial g) Practical classes (laboratory/ field) h) Analysis of practical assignments and problems i) Presentation of a practical assignment and a problem j) Mid-term assessment of practical assignments k) Final written assessment l) Final oral assessment m) Internship at an enterprise n) Research project activities

The programme shall employ well-known and recommended teaching methods that include: lecture; practical and laboratory work; practical classes; tutorials; seminars; research seminars; workshops, case studies and problem solving class; exploratory, educational, work-based and other types of practice, e.g.,placement/ internship / traineeship, independent work, fieldwork, and thesis research project work. Learning methods depend on the form of study and shall be as follows: attending lectures, performing specific tasks, practising technical and laboratory skills, writing papers, independent study reading books and articles, etc. Practical experience is critical for Crop Protection students and shall be gained through professional practice or practical classes, which can take different shapes, for example: demonstrations, multiphase individual or group laboratory and field practical, design, implementation and documentation of field collections, preparing and presenting a technical report, design, implementation and documentation of thesis research projects. Writing a final thesis is the final stage of study. The final research dissertation enables the student develops the skills to find and summarise information and to locate the required information and methodology in the flow of information. When writing a final thesis, the student develops the ability to write in scientific language and acquires more in-depth speciality knowledge. The final thesis demonstrates the competences acquired during study, the level of professional training, the independence degree of the student, creativity, the ability to apply the knowledge of qualification-awarding subjects, practical learning and skills, the ability to analyse, summarise and provide proposals. 9.3 Assessment methods A number of assessment methods can be distinguished: formation assessment, generalizing assessment and cumulative assessment. The University of Swaziland stipulates that all taught courses shall be assessed by a combination of continuous assessment and formal examination. Further, each Faculty prescribes weighting of marks from cumulative assessment and final examination. The Faculty of Agriculture and Consumer Sciences recommends a 50:50 weighting with the cumulative assessment consisting at least three pieces of work two of which must be written tests. The choice of an assessment method depends on many factors. Lecturers developing their assessment system shall take into account the following factors:

a) size of the student group; b) goals of assessment - formation of generalising assessment; c) learning outcomes of the subject;


35

d) the object of assessment (i.e. what is being assessed: knowledge, understanding, generic or subject-specific competences).

An in-depth check of all developed competences is impossible using only one assessment method. More and diverse assessment methods shall have to be used to enable validation of the learning level of all learners and of how it responds to the learning objectives. 10. SPECIFICATIONS OF THE UNITS OF THE PROGRAMME (COURSES,

MODULES) The study programme is a Master of Science degree in Crop Protection and shall lead to three specilisations in Pathology, Entomology and Weed Science. The qualification shall thus be designated as M. Sc. in Crop Protection (Pathology), M. Sc. in Crop Protection (Entomology), or M. Sc. in Crop Protection (Weed Science).The structure of the programme utilises Core and Elective units. Core courses or units shall be classed as mandatory. Core courses for Semester I of the programme consists of units or courses that are specified as co-requisites, i.e. courses required to be taken as a unit by all students irrespective of their specialisations. These co-requisites are educationally justified since they are specific and common to the field of Crop Protection. Students will then meet their total course credit requirements (30-36) by taking specified subject-specific core courses in their areas of specialisations and from elective courses. An illustration of the syllabus is given below. SPECIALISATION: ENTOMOLOGY

SPECIALISATION: PATHOLOGY

Core Courses Hours per Week

Course Code

Course Title Contact Hours Credit Hours

L P Cr

Semester I

CPT601 Biometrics 3L 3L 2P 4.3 0P 3.0

CPT603 Biotechnology in Crop Protection 2L 2P 3.3

CPT605 Host-Plant Resistance 2L 2P 3.3

CPT607 Pesticide Chemistry, Toxicology & Applications 2L 2P 3.3

Total 9L 6P 12.9 Semester II

CPT602 Insect Evolution and Diversity 2L 3L 2P 4.3 2P 3.3

CPT604 Insect Physiology & Ecology 2L 2P 3.3

CPT606 Biocontrol & Biodiversity 2L 2P 3.3

CPT690 Seminar 0L 2L 1.3

6L 8P 11.2

Total Core Course Credits 24.1

CPT699 Master’s Thesis 12.0

Total Credits (Core + Thesis) 36.1


Course Code


L P Cr

Semester I





36

SPECIALISATION: WEED SCIENCE

ALL SPECIALISATIONS



CPT608 Agricultural Mycology 3L 3L 2P 4.3 0P 3.0

CPT610 Plant Bacteriology 2L 2P 3.3

CPT612 Plant Virology 2L 2P 3.3


7L 6P 10.9

Total Core Course Credits 23.8

CPT699 Master’s Thesis 12.0



Course Code


L P Cr

Semester I





ABE601 GIS and Spatial Analysis 3L 2P 4.3


CPT614 Weed Ecology & Management 2L 3L 2P 4.3 2P 3.3

CPT616 Methods in Weed Research 2L 2P 3.3


CPR602 Cropping Systems in Semi-arid Tropics 3L 2P 4.3

7L 8P 12.2

Total Core Course Credits 29.4 CPT699 Master’s Thesis 12.0


Elective Courses Hours per Week

Course Code


L P Cr

Semester I

CPT609 Agricultural Nematology 2L 3L 2P 4.3 2P 3.3

CPT611 Integrated Pest Management 2L 0P 2.0

CPT613 Postharvest Pest Management 3L 3L 2P 4.3 0P 3.0 Semester II

CPT620 Forest Entomology 2L 2P 3.3

CPT622 Plant Disease Epidemiology 2L 2L 3.3

CPT624 Phytosanitary Legislation, Regulations & Standards 2L 0P 2.0

AEM642 Applied Economic Analysis 2L 2P 3.3


37

University of Swaziland Faculty of Agriculture

CROP PRODUCTION DEPARTMENT

IMPLEMENTATION OF TUNING TEMPLATE TO THE PROGRAMME PROPOSAL FOR THE MASTER OF SCIENCE IN CROP PROTECTION

IMPROVEMENTS TO ELABORATION OF A PROPOSAL OF A PROGRAMME August 23, 2016

Element Change Comment

2.2 Subject-specific competences

Changed the wording of the competence so that it should start with an action verb

Follows lessons on using learning outcomes and competences

3.1 Length of the programme

Full time programme duration is two years not three.

The University Calendar carried an erroneous statement

5.2. Matching curriculum in Crop Protection with Agricultural Sciences meta-profile

Added two courses meeting competences in the programme. These are: (1) ABE601 GIS and Spatial Analysis; (2) AEM642 Applied Economic Analysis

ABE601 to enhance ability to use innovative and appropriate modern technologies AEM642 to enhance competence that enables possession of entrepreneurial and creative skills

10. Specifications of the units of the programme (courses, modules)

Added ABE601 GIS and Spatial Analysis to Weed Science Specialization as a core course

ABE601 to enhance ability to use innovative and appropriate modern technologies

Added AEM642 Applied Economic Analysis as an elective course for all specializations

AEM642 to enhance competence that enables possession of entrepreneurial and creative skills

Added CPR602 to Weed Science Specialization as a core course

CPR602 to enhance competences related to core elements


38

3.1.2. University of Mauritius PROPOSAL for a REVISED PROGRAMME:

Key aspects Guidelines

a) Name of the revised programme

The Bachelor (Hons) Degree in AgricScience and Technology is offered by the Faculty of Agriculture, University of Mauritius. It’s an English taught course.

b) Description of the degree profile of the revised programme in terms of generic and/or subject-specific competences

Upon successful completion of the programme the graduate will be have the: Generic Competences

Ability for conceptual thinking, analysis and synthesis

Capacity for critical evaluation and self-awareness

Ability to translate knowledge into practice

Ability to communicate effectively in official /national and local language

Ability to learn to learn and capacity for lifelong learning

Ability for creative and innovative thinking

Leadership, management and team work skills

Communication and interpersonal skills

Ability to Work in an intra and intercultural and/or international context

Ability to Work independently

Subject Specific Competences

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

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

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

Should possess entrepreneurial and creative skills.

Should be able to design, plan and implement agricultural research

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

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

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

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

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

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

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

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


39

c) Definition of the length and level of the programme

A single undergraduate degree (108 credits) of 3 years, comprising of 30 weeks each (i.e., 6 semesters of 15 weeks each).

d) Identification of the future fields, sectors of employment/occupation of graduates

Upon successful completion of the degree, the graduates will be employed in:

Government agricultural services, private food industries, research organisations, in primary production and agribusiness, aquaculture, ancillary and support industries (veterinary and feed industries), advisory and policymaking positions, and in the tertiary education.

Some graduates enter self-employment immediately upon graduating.

e) Check-up of the link of the competences with the agreed meta-profile

All components of the meta-profile are included in the description of the profile, however an analysis of the table shows that not all competences, especially the generic ones, are fully covered. This is will be adjusted as progress is made to revise the course. See Annex 2.


40

f) efinition of the competences

Generic Conceptual thinking, analysis and synthesis

Ability to see things as a whole, identify key issues, see relationships and draw elements together into broad coherent frameworks. This element involves looking into the future, considering the future needs of the society Critical evaluation and self-awareness

Ability to analyse,synthesise and evaluate different perspective to develop new ideas Translation of knowledge into practice

Ability to apply knowledge/information/ data to formulate a coherent discussion on an agricultural problem. Communicate effectively in official /national and local language

Ability to communicate effectively Capacity for lifelong learning and Work independently

Ability to take responsibility and initiative and learn through a self organized and self-directed manner Creative and innovative thinking

Ability to reexamining traditional strategies and practices, and proactively looking for new ideas and ways to improve products, services, and work processes. Leadership, management and team work skills

Ability to work with others in a multidisciplinary team and to lead when appropriate Communication and interpersonal skills

Ability to communicate effectively by listening and thinking carefully Work in an intra and intercultural and/or international context

Ability to adapt, work in team in a multicultural setting or international group

Subject Specific Competence • Basic General Knowledge

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

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

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

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

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

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

• Problem Solving

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

• Entrepreneurial and creative skills.

Demonstrate the use of management tools and techiques in the successful running of an agribusiness

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

• Research Skills

Should be able to design, plan and implement agricultural research. • Analysis of Agricultural Policies

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

Knowledge of New Resources

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

•Ability to adapt and transfer technology, as well as be able to create new technologies. Propose novel technologies/services responsive to the needs of the farming community/place of work.


41

g) Specification of the level of the competences

Generic Conceptual thinking, analysis and synthesis Level 1 Ability to retrieve, analyse and synthesize information from a variety of sources as appropriate to a problem Critical evaluation and self-awareness Level 1 Evaluate different perspectives in terms of their principles and evidence and provide an argumented analysis on agricultural matters Level 1 Justifies rationally personal feedback on agricultural matters Translation of knowledge into practice Level 1 Ability to apply knowledge/information/ data to formulate a coherent discussion of an an agricultural problem. Communicate effectively in official /national and local language Level 1 Articulate fluently in the local languages spoken by the farming community Capacity for lifelong learning Level 1 Reflect on own achievements, learning methods for the purposes of self-sustaining growth and career Creative and innovative thinking Level 1 Propose novel technologies/services responsive to the needs of the farming community/place of work Leadership, management and team work skills Level 1 Ability to work in a team and lead when appropriate Communication and interpersonal skills Level 1 Demonstrate the use of written and oral communications skills using a variety of media with peers Work in an intra and intercultural and/or international context Level 1 Ability to adapt, work in team in multicultural or international group Level 1 Demonstrate respect for culture and diversity Work independently Level 1 Take responsibility and initiative, learns though self-organized and self-directed study.

h) Description of the expected learning outcomes related to the competences

On completion of this programme, graduates will be able to :

Explain the scientific principles underpinning crop and animal production methods in various types of production systems;

Discuss the biological factors limiting agricultural production and their interactions

Identify and evaluate appropriate techniques in the agricultural sectors to enhance efficiency of crop and livestock production;

Identify and solve technological problems encountered in agricultural production systems or in food industries;

Transfer relevant knowledge, skills and technology to agricultural producers

Design, plan and carry out research in the field and laboratory in selected areas of agriculture

Write reports and scientific papers and to present research results orally

Manage agricultural enterprises and identify new ventures in the agricultural sector;

Employ appropriate scientific and statistical methods and evaluations for decision making in various sectors of agriculture;

Demonstrate self-confidence, entrepreneurial skills and financial management capability.

Promote sustainable agricultural practices

Setting up and operating agricultural enterprises.

Evaluate the wider consequences of agricultural activities

Develop and demonstrate the skills in using the tool for literature search, retrieval of relevant information on a given subject.

Prepare a business plan for an agricultural enterprises.

Carry out an investment appraisal for an agribusiness.


42

i) Description of the methodology of learning strategy for achieving the competences

Lectures, Case studies, Group wok and Work place. A series of Lectures/Discussion; Laboratory Practical Classes; On-Farm Practical Classes; Farm Visits and Student-Led Seminars. Skills in oral presentation and discussion will be developed during the student-led seminars and lab based practicals. At the end of each year there is all modules are assessed through a written examinations of 2-3 hours duration.

j) Specification of the units of the programme (courses, and modules)

How is the programme composed and sequenced? Study plan The Bachelor of Science in Agriculture is composed of major disciplines within agricultural science. There is a final research project to be completed in the third year. The subject area includes agricultural chemistry, agricultural economics, agricultural genetics, agronomy, entomology, farming systems, food science, horticulture, livestock production, plant pathology and soil science. The complete list of the modules is attached. in Annex 1

k) Check-up of the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme)

Are all the learning outcomes included in the programme? Are all the units related to one or more learning outcomes?


43

Annex 1 List of Modules

Code ModuleName Hr/Yr L+P Credits

AGRI1018Y(1) Agricultural Chemistry and Soil Science 45+60 5

AGRI1034Y(1) Animal Production: Principles and Techniques 30+30 3

AGRI1035Y(1) Agronomy and Horticultural Crop Production I 45+60 5 AGRI1062Y(1) Applied Economics, Extension and Systems 60+45 5

AGRI1047Y(1) Microbiology and Genetics 60+60 6

AGRI1064Y(1) Agrometeorology and Climate Change 45+0 3

COMS 1010 (1) Communication Skills DE 3

AGRI 1100 (1) Occupational Health and Safety 15+0 1

AGRI2001Y(3) Food Science and Technology 45+30 4

AGRI2024Y(3) Agricultural Engineering and Applications 60+45 5 AGRI2111Y(3) Statistical Methods for Agriculture 60+60 6

AGRI2088Y(3) Biochemistry and Biotechnology 60+60 6 AGRI2089Y(3) Pests, Diseases and Weeds Control 45+60 5

AGRI2092Y(3) Animal Production and Science I 60+60 6 AGR12093Y(3) Botany and Crop Physiology 60+45 5 AGRI2261(1) Scientific Communication 15+0 1

AGRI3000Y(5) Project - 9

AGRI3003Y(5) Animal Science and Production II 60+60 6

AGRI3026Y(5) Crop Production Technologies 60+45 5

AGRI3051Y(5) Postharvest Management and 60+30 5 Agricultural Produce Processing

AGRI3085Y(5) Agricultural Management and Marketing 60+45 5

AGRI3086Y(5) Entrepreneurship for Small and Medium Agribusiness

45+30 4

AGRI2000 Practical Training can be undertaken either in Year 1or inYear 2

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

Annex 2

Check-up of the link of the competences with the agreed meta-profile PROFILING THE MODULES AGAINST THE COMPTENCES

Modular Name (Note the level of the competences and the assessment ) G

1=

Ab

ilit

y f

or

co

ncep

tual

thin

kin

g

G4=

Ab

ilit

y t

o t

ran

sla

te k

no

wle

dg

e t

o

pra

cti

ce

G9=

Fle

xib

ilit

y,

ad

ap

tab

ilit

y a

nd

ab

ilit

y

to a

nti

cip

ate

an

d r

esp

on

d t

o n

ew

sit

uati

on

s

G10=

Ab

ilit

y f

or

cre

ati

ve a

nd

inn

ovati

ve t

hin

kin

g

G11=

Lead

ers

hip

, M

gt

an

d T

eam

Wo

rk

G16=

Ab

ilit

y t

o e

valu

ate

, re

vie

w &

E

nh

an

ce Q

uality

G17=

Self

co

nfi

den

ce, E

ntr

e s

kills

S1=

Have t

he K

no

wle

dg

e a

nd

u

nd

ers

tan

din

g o

f A

gri

cu

ltu

ral

pro

du

cti

on

, an

d b

asic

scie

nces.

S2=

Sh

ou

ld b

e a

ble

to

id

en

tify

pro

ble

ms a

nd

ap

ply

kn

ow

led

ge

S3=

Ab

ilit

y t

o e

valu

ate

an

d m

an

ag

e

ag

ricu

ltu

ral p

roje

cts

, as w

ell a

s carr

y

ou

t fi

nan

cia

l ap

pra

isals

S4=

Sh

ou

ld p

ossess e

ntr

ep

ren

eu

rial

an

d c

reati

ve s

kills

S5=

Sh

ou

ld b

e a

ble

to

desig

n, p

lan

an

d

imp

lem

en

t ag

ricu

ltu

ral re

searc

h

S7=

Ab

ilit

y t

o u

nd

ers

tan

d,

an

d a

dap

t to

n

ew

an

d e

merg

ing

tech

no

log

ies

S9=

Have a

bilit

y f

or

ind

ep

en

den

t th

inkin

g

S10=

Ab

ilit

y t

o a

dap

t an

d t

ran

sfe

r

tech

no

log

y

S12=

To

make s

usta

inab

le u

se o

f w

ate

r

an

d o

ther

natu

ral

reso

urc

es

S

14 =

Abili

ty t

o identify

pests

, path

ogens

and w

eeds a

ssocia

ted w

ith c

rops,

anim

als

and t

heir p

roducts

YEAR 1

Agricultural Chemistry and Soil Science √ √ √

Animal Production: Principles and Techniques √ √ √

Agronomy and Horticultural Crop Production I √ √ √

√



1=

Ab

ilit

y f

or

co

ncep

tual

thin

kin

g

G4=

Ab

ilit

y t

o t

ran

sla

te k

no

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dg

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o

pra

cti

ce

G9=

Fle

xib

ilit

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ad

ap

tab

ilit

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nd

ab

ilit

y

to a

nti

cip

ate

an

d r

esp

on

d t

o n

ew

sit

uati

on

s

G10=

Ab

ilit

y f

or

cre

ati

ve a

nd

inn

ovati

ve t

hin

kin

g

G11=

Lead

ers

hip

, M

gt

an

d T

eam

Wo

rk

G16=

Ab

ilit

y t

o e

valu

ate

, re

vie

w &

E

nh

an

ce Q

uality

G17=

Self

co

nfi

den

ce, E

ntr

e s

kills

S1=

Have t

he K

no

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dg

e a

nd

u

nd

ers

tan

din

g o

f A

gri

cu

ltu

ral

pro

du

cti

on

, an

d b

asic

scie

nces.

S2=

Sh

ou

ld b

e a

ble

to

id

en

tify

pro

ble

ms a

nd

ap

ply

kn

ow

led

ge

S3=

Ab

ilit

y t

o e

valu

ate

an

d m

an

ag

e

ag

ricu

ltu

ral p

roje

cts

, as w

ell a

s carr

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ou

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nan

cia

l ap

pra

isals

S4=

Sh

ou

ld p

ossess e

ntr

ep

ren

eu

rial

an

d c

reati

ve s

kills

S5=

Sh

ou

ld b

e a

ble

to

desig

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lan

an

d

imp

lem

en

t ag

ricu

ltu

ral re

searc

h

S7=

Ab

ilit

y t

o u

nd

ers

tan

d,

an

d a

dap

t to

n

ew

an

d e

merg

ing

tech

no

log

ies

S9=

Have a

bilit

y f

or

ind

ep

en

den

t th

inkin

g

S10=

Ab

ilit

y t

o a

dap

t an

d t

ran

sfe

r

tech

no

log

y

S12=

To

make s

usta

inab

le u

se o

f w

ate

r

an

d o

ther

natu

ral

reso

urc

es

S

14 =

Abili

ty t

o identify

pests

, path

ogens

and w

eeds a

ssocia

ted w

ith c

rops,

anim

als

and t

heir p

roducts

Applied Economics, Extension and Systems √ √ √

Microbiology and Genetics √ √ √

Agro meteorology √ √ √ √

YEAR 2

Food Science and Technology √ √

Agricultural Engineering and Applications √ √ √

√

√

Statistical Methods for Agricultural Sciences √ √ √ √

Biochemistry and Biotechnology √ √ √

√



1=

Ab

ilit

y f

or

co

ncep

tual

thin

kin

g

G4=

Ab

ilit

y t

o t

ran

sla

te k

no

wle

dg

e t

o

pra

cti

ce

G9=

Fle

xib

ilit

y,

ad

ap

tab

ilit

y a

nd

ab

ilit

y

to a

nti

cip

ate

an

d r

esp

on

d t

o n

ew

sit

uati

on

s

G10=

Ab

ilit

y f

or

cre

ati

ve a

nd

inn

ovati

ve t

hin

kin

g

G11=

Lead

ers

hip

, M

gt

an

d T

eam

Wo

rk

G16=

Ab

ilit

y t

o e

valu

ate

, re

vie

w &

E

nh

an

ce Q

uality

G17=

Self

co

nfi

den

ce, E

ntr

e s

kills

S1=

Have t

he K

no

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dg

e a

nd

u

nd

ers

tan

din

g o

f A

gri

cu

ltu

ral

pro

du

cti

on

, an

d b

asic

scie

nces.

S2=

Sh

ou

ld b

e a

ble

to

id

en

tify

pro

ble

ms a

nd

ap

ply

kn

ow

led

ge

S3=

Ab

ilit

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valu

ate

an

d m

an

ag

e

ag

ricu

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ral p

roje

cts

, as w

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pra

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S4=

Sh

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ld p

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rial

an

d c

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ve s

kills

S5=

Sh

ou

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e a

ble

to

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n, p

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an

d

imp

lem

en

t ag

ricu

ltu

ral re

searc

h

S7=

Ab

ilit

y t

o u

nd

ers

tan

d,

an

d a

dap

t to

n

ew

an

d e

merg

ing

tech

no

log

ies

S9=

Have a

bilit

y f

or

ind

ep

en

den

t th

inkin

g

S10=

Ab

ilit

y t

o a

dap

t an

d t

ran

sfe

r

tech

no

log

y

S12=

To

make s

usta

inab

le u

se o

f w

ate

r

an

d o

ther

natu

ral

reso

urc

es

S

14 =

Abili

ty t

o identify

pests

, path

ogens

and w

eeds a

ssocia

ted w

ith c

rops,

anim

als

and t

heir p

roducts

Pests, Diseases and Weeds Control √ √ √

√

√

Animal Production and Science I √ √ √

√

√

Botany and Crop Physiology √ √ √

√

Scientific Communication Skills and Methods √

√ √ √

√

YEAR 3

Project √ √ √ √ √ √ √ √

√

Animal Science and Production II √ √ √

√

Crop Production √ √ √ √



1=

Ab

ilit

y f

or

co

ncep

tual

thin

kin

g

G4=

Ab

ilit

y t

o t

ran

sla

te k

no

wle

dg

e t

o

pra

cti

ce

G9=

Fle

xib

ilit

y,

ad

ap

tab

ilit

y a

nd

ab

ilit

y

to a

nti

cip

ate

an

d r

esp

on

d t

o n

ew

sit

uati

on

s

G10=

Ab

ilit

y f

or

cre

ati

ve a

nd

inn

ovati

ve t

hin

kin

g

G11=

Lead

ers

hip

, M

gt

an

d T

eam

Wo

rk

G16=

Ab

ilit

y t

o e

valu

ate

, re

vie

w &

E

nh

an

ce Q

uality

G17=

Self

co

nfi

den

ce, E

ntr

e s

kills

S1=

Have t

he K

no

wle

dg

e a

nd

u

nd

ers

tan

din

g o

f A

gri

cu

ltu

ral

pro

du

cti

on

, an

d b

asic

scie

nces.

S2=

Sh

ou

ld b

e a

ble

to

id

en

tify

pro

ble

ms a

nd

ap

ply

kn

ow

led

ge

S3=

Ab

ilit

y t

o e

valu

ate

an

d m

an

ag

e

ag

ricu

ltu

ral p

roje

cts

, as w

ell a

s carr

y

ou

t fi

nan

cia

l ap

pra

isals

S4=

Sh

ou

ld p

ossess e

ntr

ep

ren

eu

rial

an

d c

reati

ve s

kills

S5=

Sh

ou

ld b

e a

ble

to

desig

n, p

lan

an

d

imp

lem

en

t ag

ricu

ltu

ral re

searc

h

S7=

Ab

ilit

y t

o u

nd

ers

tan

d,

an

d a

dap

t to

n

ew

an

d e

merg

ing

tech

no

log

ies

S9=

Have a

bilit

y f

or

ind

ep

en

den

t th

inkin

g

S10=

Ab

ilit

y t

o a

dap

t an

d t

ran

sfe

r

tech

no

log

y

S12=

To

make s

usta

inab

le u

se o

f w

ate

r

an

d o

ther

natu

ral

reso

urc

es

S

14 =

Abili

ty t

o identify

pests

, path

ogens

and w

eeds a

ssocia

ted w

ith c

rops,

anim

als

and t

heir p

roducts

Technologies

Postharvest Management and √ √ √ √ √ √

√

√

Agricultural Management and Marketing √ √

√ √ √ √

Entrepreneurship for Small and Medium Agribusiness √ √

√ √ √ √ √

Practical Training can be undertaken either in Year 1 or in Year 2 √ √ √ √ √ √ √ √ √ √

√ √

√

√


3.1.3. University of Ilorin KEY ASPECTS A Name of the new or revised programme.

B. Agriculture Revised

B Description of the degree profile of the revised programme The holder of B. Agriculture degree of the University of Ilorin must be able to carry out multiple functions as an Agriculturist. Basically, the structure of the B. Agriculture programme in the University of Ilorin is such that the students have the opportunity of training together in the five course options in the programme up till the final semester and this avails the opportunity to be able to handle such jobs tasks as expected of an agricultural economist, agricultural extensionist, agronomist, crop protectionist, animal scientist. The degree holder will be conversant with diverse aspects of agriculture being a class-tutored and an on-the-job trained professional who is adequately prepared, groomed and motivated, having been trained to ensure the holder is not just employable but also well adapted to entrepreneurial opportunities.

C Definition of the length and level of the revised programme The B. Agriculture programme runs for a period of four (4) or five (5) years depending on the level or point of entry. Candidates that came into the University with Advanced Level certificate and Higher National Diplomas (referred to as Direct Entry candidates) are admitted into 200Level and as such spend 4 years on the Programme while the Students whose point of entry was 100Level spend 5 years on the programme. The Revised programme is in the fifth year The programme leads to the award of B. Agriculture

D Identification of the future fields, sectors of employment/occupation of graduates Potential sectors where the graduate can work include: Research institutes Educational sector Banks Consulting firms Agro-allied industries Civil service – ministries and parastatals Farms and ranches Food processing, production, and manufacturing Planning agencies Agricultural value chains As self-employed individuals

E Check up of the link of the competences with the agreed meta profile More that 90% of all the core elements including learning process, social values, innovations, organizational skills, technical capacities are components of the meta-profile which are included in the description of the profile. One can, therefore, say that the programme is doing well viz-a-viz the competence that have been agreed upon.

F Definition of the competences in the revised Agriculture programme How my University describes the competences for the B. Agriculture programme is highlighted below


based on the broad classes in which these competences have been grouped. CORE ELEMENTS This may be described as the crux of the B. Agriculture programme in which the students expected to be trained such as to have an adept knowledge of Agriculture as a profession. The student is trained such as to enable them acquire the skills and expert knowledge of the subject matter, agriculture such that the outcome will be students that will be able to fit into the various capacities as expected of the B Agric holder. My University describes this competence as that in which the student is empowered to handle day to day challenges and risks in agricultural production. The requisite that ascertains this are those included in the curriculum and also the application of the knowledge acquired in real life scenarios part of which are put into practice in the practical year. A cluster of related abilities, commitments, knowledge, and skills that enable a person (or an organization) to act effectively in a job or situation. Competence indicates sufficiency of knowledge and skills that enable someone to act in a wide variety of situations considering that it is the capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in agriculture. A competency is a set of defined behaviors that provide a structured guide enabling the identification, evaluation and development of the behaviors in individual students in the B.Agric programme. LEARNING PROCESS, INNOVATION AND TECHNICAL CAPACITY The university of Ilorin has as one of the broad objectives to ensure the B. Agric holder is adequately trained and equipped, being a duly employable individual that has the set skills required to translate their knowledge into practice, having acquired wide knowledge in research methodology which will prove helpful all through life in designing, implementing, managing, analyzing and development of cutting-edge approaches to solving problems in the field of Agriculture. The competence in learning process may be described as skills which are adequately assessed as students are examined in these to ensure they have developed such expected competencies. SOCIAL VALUES AND ORGANISATION AND COMMUNICATION SKILLS The university of Ilorin describes competencies under this category as the ability of the B. Agric programme to have a certain specialty such as those that groom such individual into a true professional who has high self-esteem and good mental capacity that makes such individuals innovative problem solver who has a positive outlook towards their professional and the world at large. Such individuals are expected to have very good communication, managerial, interpersonal skills which are properly harnessed such as to help them have the consciousness of the environment and as such making them put not just themselves and others into consideration but also the world as well. The B. Agric holder is expected to be well adapted individuals that have strong work ethics such as to be able to fit in well across cultural diversity. Students are assessed and examined to ensure these skills have been passed across to students. There are certain General courses taken across the faculties in the school which is meant to instruct students.

H Specification of competence level

The expected level of achievement of the competencies in the University of Ilorin is basically described on the basis of expected learning outcomes and objectives of the courseware. Likewise, the contact time in which knowledge is passed across to the intended B. Agriculture holder is taken cognizance of. Competencies are garnered under various categories of courses which include: Compulsory, Elective, and Required. The expected level of achievement is based on a minimum score of 40% being the pass mark in graded assessment which qualifies a student as having acquired the minimum standard of the competence being trained on. The competence that applies to each level depends on the course content for that level. However, basically, the 100 Level courses are general courses taken with other faculties in the school and do


not constitute part of the Cumulative assessment of the candidates except for certain specified courses. The 200 Level courses are mostly at introductory levels while the courses become advanced as the candidates progress in the programme and in which case they learn more of the application of the theories learnt towards solving agricultural challenges.

I Description of expected learning outcomes related to the competences Identify existing best practices in agriculture Evaluate existing best practices in agriculture Design a good practice to suit the farming population Identify the factors that contribute to improving the welfare of the rural population Describe the various components of agriculture in Nigeria Analyse the major components of agriculture and how they relate to food security. Categorize the various components into sub-units for economic development Arrange the components by degree of importance to economic development Rate the components according to their contribution to food security and agricultural growth Justify how the various components contribute to agricultural growth Choose the components(s) that best address food insecurity in Nigeria Recommend ways of solving food security challenges using the various components In the University of Ilorin, we would like to achieve between 90-100% of the expected learning outcomes based on the Tuning programme.

J Description of the methodology of the learning strategy for achieving the competence We manage to ensure that students reach the competencies through having structured class work with enhanced interactive sessions together with hands-on-the-job training where students are trained to ensure they acquire the competences expected of them. There are practical classes, tutorials, assignments, proper grading and feedback sessions, continuous assessments of students and enlightenment on basic life skills targeted at helping the student cultivate strong work ethics. In assessing B.Agriculture students in the University of Ilorin, 70% of the total marks are allotted to examinations while the remaining 30% includes scores collated for the continuous assessment which may include such marks obtained in quizzes, classwork, assignments, term papers, tests and so on. Students are finally graded based on these scores.

K Specification of the units of the programme(courses and the modules) The B. Agriculture programme is composed and sequenced based on the academic programme highlighted here below. 100 Level A total of 37 Credits are to be taken in prescribed courses in the Faculties of Life and Physical Sciences to include: PLB 101 (3), 108 (3), CHM 101 (3), 112 (2), 115 (2), 116 (1), GEM 104 (2), 106 (2), ZLY 101 (2), 106 (2), CSC 111 (2), 112 (2), PHY 115 (2), MAT 115(2), 116 (2), STA 132 (2), GNS 111 (2) and 112 (2). All courses at 100 level are electives except GNS 111(2) and 112(2) which are required. 200 Level A minimum of 46 Credits are to be taken in prescribed courses in the Faculties of Agriculture and Engineering & Technology to include: GNS 211 (2), 212 (2), AEF 201 (2), 202 (2), 204 (3), AXR 201 (2), 204 (3), 206 (2), ANP 205 (2), 206 (2), 207 (2), AGY 201 (2), 202 (2), 203 (2), 204 (2), 205 (2), 206 (2), CPT 201 (2), 202 (2), AHE 201 (2), AFS 201 (2), ABE 205(2). Total = 46 Credits In addition, Direct Entry students are expected to take GNS 111(2), 112(2). Total = 50 Credits 300 Level A minimum of 46 Credits are to be taken in prescribed courses in the Faculties of


Agriculture and Engineering & Technology to include: AEF 301 (3), 302 (3), AXR 301 (2), ANP 301 (2), 302 (2), 306 (3), ANP 309 (3), AGY 302 (2), 303 (2), 307 (2), 308 (3), 309 (3), 310 (2), CPT 301 (2), CPT 302 (3) Required Courses: ABE 302 (2), 310 (2), GNS 311(2), GSE 301 (3) Total = 46 Credits 400 Level A minimum of 30 Credits are to be taken in prescribed courses in the Faculties of Agriculture and Engineering & Technology to include all courses in Farm Practical training (FPT): AEF 403 (2), 404 (2), AXR 402 (2), 403 (1), 404 (1), ANP 404 (2), 405 (3), 407 (1), AGY 405 (4), 406 (2), 407 (1), 408 (1), CPT 201 401 (1), 402 (1) In addition, students are expected to take either of AEF 498/AXR 498/ANP 498/AGY 498/CPT 498 (2) Required Courses: ABE 403 (1), 404 (2), 405 (1) Total = 30 Credits 500 Level A minimum of 34 Credits are to be taken in prescribed courses in the Faculties of Agriculture and Science to include: Compulsory Courses: AEF 502 (3), 515 (3), 517 (3), ANP 513(3) and 517(2). In addition, students are expected to take 12 Credits in approved electives and 5 Credits in the project. Required Course: STA 433 (3) Total = 34 Credits Compulsory Course (C ) A course within the student’s discipline that must be taken and passed. Marks scored will count towards graduation and student cannot graduate without passing it. Required Course ( R) A course within and/or outside the student’s discipline that is, a subsidiary course that must be taken and passed. Elective Course (E )A course within and/or outside a student’s discipline which may be selected for the purpose of fulfilling the minimum requirements for the award of the Degree. However, in order to graduate, a student must pass enough elective courses (where applicable) to meet the minimum number of credits required for the award of the degree.

L Check up of the consistency of the programme with the competences, the expected learning outcomes, and activities that will lead to the learning outcomes Some of the expected learning outcomes are: Identify existing best practices in agriculture Evaluate existing best practices in agriculture Design a good practice to suit the farming population Identify the factors that contribute to improving the welfare of the rural population Describe the various components of agriculture in Nigeria Analyse the major components of agriculture and how they relate to food security. Categorize the various components into sub-units for economic development Arrange the components by degree of importance to economic development Rate the components according to their contribution to food security and agricultural growth Justify how the various components contribute to agricultural growth Choose the components(s) that best address food insecurity in Nigeria Recommend ways of solving food security challenges using the various components All the learning outcomes that have been highlighted above are achieved in the B. Agriculture programme in the University of Ilorin. The various courses contribute towards generally achieving the programme ILOs while each of the course directly has ILOs that are expected from offering them. Based on verifiable information, all the courses offered are related to one or more learning outcomes


TASK 3: IMPLEMENTATION PLAN The University of Ilorin in planning to revise the Agriculture curriculum leading the award of the B. Agriculture degree has structured an implementation plan as discussed below.

a. Process of approval of the academic board of the Revised programme

The revised B. Agric programme, like any other programme which has to be revised in the University of Ilorin, has to go through the guideline as stated in the University of Ilorin handbook. This involves the following action plans:

- Meeting at the Faculty level where ideas will be collated across the various departments that constitute the faculty. The programme will be exhaustively and painstakingly reviewed at the faculty board meeting and the output of this will form the basis on which the revised documents will be processed further.

- The document will be processed to the Academic Planning and Curriculum Committee where further review will be made on the proposed revision to the B. Agriculture programme before further processing to the University of Ilorin Senate

- The output from the Academic Planning and Curriculum Committee will be processed to the University of Ilorin Senate from where the revised programme will then be forwarded to the National University Committee (NUC) being the apex body that may grant the ratification and approval of such revisions to the University Programme.

- Final approval having being sought from the NUC will then permit the University to make an alteration to the existing programme in the University.

b. Syllabus of each academic year of the programme

The B. Agriculture syllabus is as follows: COURSE DESCRIPTION DEPARTMENT OF AGRICULTURAL ECONOMICS AND FARM MANAGEMENT AEF 201 Introduction to Microeconomics 2 Credits Price system and its limitations in resource allocation. Opportunity cost: private versus social. The law of supply and demand. The concept of elasticity. Price theory and some applications: equilibrium price and stabilization programmes. Production, cost and revenue functions. 30h (T); C AEF 202 Introduction to Macroeconomics 2 Credits Aggregate income, expenditure, savings, employment, inflation and price index. International trade and balance of payments. Money and banking. Classical monetary and employment theories. The classical theory of savings, investment and interest rate. The simple Keynesian model of the consumption function. 30h (T); C AEF 204 Basic Mathematics and Statistics for Students of Agriculture 3 Credits Sets and inequalities. Functions in elementary economics. Integration and differentiation. Elementary matrix algebra. Frequency distributions, probability theory, a simple test of hypothesis, correlation and regression analyses. 45h (T); C AEF 301 Principles of Microeconomics 3 Credits Theory of production, consumption and resource allocation with a special emphasis on agriculture. 45h (T); C AEF 302 Principles of Macroeconomics 3 Credits Basic concepts and national income. Consumption theory and various hypotheses. Classical and Keynesian macroeconomics: money, goods, markets and


general equilibrium. 186 Investment theories: profit and accelerators. International trade theories, tariffs, quotas, and balance of payment. Inflation: types, measurement, control and stabilization. 45h (T); C AEF 403 Farm Record Keeping 2 Credits Farm business analysis. Farm records and accounts. Types of farm record. Application of farm records in the analysis of farm business. Balance sheet and income statements. Risk and uncertainty in farm planning and budgeting. 90h (P); C AEF 404 Basic Techniques of Agricultural Economic Survey 2 Credits Survey methodology. Fundamentals of field economic survey. Data collection techniques. Questionnaires. Data analysis. Statistical analysis and interpretation. 90h (P); C AEF 406 Farm Management and Agricultural Extension for Engineers 2 Credits Management decision making. Functions of management: planning, organizing, staffing, directing and controlling. Introductory financial management. Application of basic sociological concepts to rural life. 30h (T); (for Engineering students only). AEF 498 Student’s Industrial Work Experience Scheme (SIWES) 2 Credits Detailed entry of activities carried out during the nine-month in-situ period in each sub programme in the university as well as those of the activities performed during the ex-situ period outside the university. Such activities shall be properly entered in the SIWES Log Book and endorsed by the resource person in charge. 90h (P); C AEF 504 Agricultural Marketing 3 Credits Basic concepts of agricultural marketing. Analysis of structure, conduct, and performance of Nigerian marketing system for food, cash crops and livestock. Marketing research. 45h (T); E AEF 506 Land Economics 3 Credits Basic concepts in land economics: urban and rural, with emphasis on the Nigerian land tenure systems. The Nigerian Land Use Decree: problems and prospects. Introduction to real estate finance and market. 45h (T); E AEF 508 Econometrics 3 Credits Definition and scope of econometrics. Correlation theory. Time series analysis. Multiple regression. Concepts of econometric inference in the linear model. Simultaneous equation models. Least square estimations. Multicollinearity, linear restrictions and dummy variables. Place of research designs in econometrics. 45h (T); AEF 512 Agribusiness Management 3 Credits Scope of agricultural business and management. Types of agricultural business organisations. Production planning. Economics of agricultural processing. Marketing management: public policies affecting agricultural business. Financial control. Case studies of agricultural business in Nigeria 45h (T); E AEF 515 Economics of Cooperatives 3 Credits Cooperatives as a form of business. Purpose and advantages of cooperatives to Agriculture. 187 Comparison of other businesses with cooperative business. Cooperative theory. Historical evolution of cooperatives. Structure and organization of cooperatives in Agriculture. Management of cooperatives. 45h (T); C AEF 517 Farm Management Analysis and Accounting 3 Credits Economic principles and farm


management. Farm assessment and planning. Methods of farm planning. Basic concepts of accounting as a tool for farm business management. Procedure for keeping and analyzing records. Systems of internal control and efficiency ratios. 45h (T); C AEF 518 Agricultural Development and Policy 3 Credits Principles and goals of agricultural development. Agriculture in economic development. Current theories and policies. Agricultural development in Nigeria. 45h (T); E AEF 519 Agricultural Project Planning and Implementation 3 Credits Introduction to project appraisal. Tools of project analysis. The arithmetic of project appraisal. Case studies. Planning and agricultural development. Characteristics of the agricultural development plan. 45h (T); C AEF 520 Agricultural Finance 3 Credits Principles of agricultural finance. Problems of financing Agriculture and Agricultural development. Specialized institutions for the extension of Agricultural credit in Nigeria, including cooperative loan and thrift societies. 45h (T); E AEF 522 Agricultural Production Economics 3 Credits Definition and scope of production economics. Introduction to resource and product combinations under perfect and imperfect knowledge conditions. Farm theory and cost structure. Production functions. Farm planning tools. 45h (T); E AEF 524 Agricultural Economic Analysis 3 Credits Consumer behaviour. Price theory. Resource allocation. Partial equilibrium analysis: outputs, market, and centrally planned economies. National income: consumption, savings and income determination. General equilibrium level of employment and price. The interest rate, inflation, deflation, monetary and fiscal policies. 45h (T); E AEF 526 Introduction to Research Methods 3 Credits Preparation of problem statements, research objectives, and hypotheses. Questionnaire preparation. A collection of primary and secondary data. Analytical research methods: descriptive, statistical and quantitative. Presentation of research findings in the narrative, tabular and graphical forms. 45h (T); E AEF 528 Elements of Rural Economics 3 Credits Economics of agricultural production in peasant economies with respect to basic factors in food production, methods of land cultivation, handling and distribution of products. Socioeconomic factors in agricultural modernization. Rural integration. Gender issues in asset ownership. Credit and other input need. 45h (T); E AEF 599 Project 5 Credits Each student under the guidance of an approved supervisor is required to conduct research in an area approved by the Department, culminating in the submission of a project. 225h (P); C DEPARTMENT OF AGRICULTURAL EXTENSION AND RURAL DEVELOPMENT AXR 201 Introduction to General Sociology 2 Credits Concepts, methods, and principles of sociology. Culture and personality. Groups and community. Social relations and social organizations: Social stratification: processes and institutions. 30h (T); C


AXR 204 Organization of Village Communities 3 Credits Concepts and principles of community organization. Evolution of rural communities. Rural socio-economic infrastructures. Social process for community mobilization. Socio-cultural variations and rural resource allocation. Roles of rural organizations and Non-Governmental Organizations in community development. Supporting agencies in rural community development. Strategies for coordinating agencies: official/non-official, staff training and building development models. 45h (T); C AXR 206 Principles of Rural Sociology 2 Credits Basic concepts and principles of rural sociology and their application to an understanding of the rural farming situation and rural development in Nigeria. 30h (T); C AXR 208 Extension Teaching, Learning Process, and Methods 2 Credits Nature and elements of the communication process. Principles of communication. Application of communication process in analyzing communication problems in extension. The meaning of the concepts of teaching and learning. Extension teaching methods. 15h (T), 45h (P); C (for Home Economics students only) AXR 301 Introduction to Agricultural Extension 2 Credits Definition of Agricultural extension. Historical development of extension in Nigeria. Basic 189 principles of extension: diffusion, adoption, and rejection of innovations. Extension teaching methods and aids. The concepts of communication and leadership in agricultural extension. 30h (T); C AXR 402 Practical Village Extension Activities 2 Credits Village and farm visits including farm settlements during farming activities. Visit to Agricultural Institutions and Industries. Organization of farmers’ forum. 90h (P); C AXR 403 Research Methods in Extension 1 Credit Social research methods including design and administration of the questionnaire. Data collection, collation, analysis and interpretation. 45h (P); C AXR 404 Audio Visual Materials in Rural Information Dissemination 1 Credit Design and use of media materials for rural information dissemination. Video clip on agricultural projects. 45h (P); C AXR 498 Students‟ Industrial Work Experience Scheme (SIWES) 2 Credits Detailed entry of activities carried out during the nine-month in-situ period in each sub programme in the university as well as those of the activities performed during the ex-situ period outside the university. Such activities shall be properly entered in the SIWES Log Book and endorsed by the resource person in charge. 90h (P); C AXR 502 Sociology of Rural Life 3 Credits Analysis of the social structure of rural agrarian societies. Selected theories of social change and their potential for modernization of rural societies in Africa, with emphasis on Nigeria. Problems of rural society, their causes and possible solutions. 45h (T); E AXR 504 Adoption and Diffusion of Innovation 3 Credits Processes of adoption and diffusion of innovation. Sectors related to differential rates of adoption of new technology, particularly agricultural technology. Implications of these processes and factors for effective agricultural extension in rural areas.


45h (T); E AXR 506 Rural Adult Education: Principles and Practice 3 Credits Foundations of continuing, non-formal and adult education and their function in modern societies. An examination of philosophies, practices and programmes. 45h (T); E AXR 508 Agricultural Journalism 3 Credits Principles of effective journalism and mass communication. Agriculture news writing, editing and reporting in Nigeria. The role of the press in disseminating agricultural information and related policies in Nigeria. 45h (T); E AXR 510 Extension Principles and Methods 3 Credits Principles and philosophy of extension education. Use of selected extension methods and audio-visual aids. Agricultural extension programme management. 45h (T); E AXR 512 Theories and Practice of Rural Development 3 Credits 190 Sociological, economic and related policy perspectives as they relate to rural development. Model for rural/agricultural development and their relevance to Nigerian situation. Problems of institutions and infrastructural development and planning. 45h (T); E AXR 514 Planning Theory and Application 3 Credits Theories and methods of plan formulation, plan evaluation, models, jurisdictional levels and framework. Ethical and historical implications of theories of social intervention. Case studies. 45h (T); E AXR 516 Extension Programmes Administration 3 Credits Qualifications and functions of extension personnel. Liaison with organization contributing to rural development and extension personnel management. 45h (T); E AXR 599 Project 5 Credits Each student under the guidance of an approved supervisor is required to conduct research in an area approved by the Department, culminating in the submission of a project. 225h (P); C DEPARTMENT OF AGRONOMY AGY 201 Principles of Agricultural climatology 2 Credits Elements of climate. Equipment and maintenance of standard meteorological stations. Rain formation and rainfall. Temperature and heat. Wind evaporation and evapotranspiration. The climate of West Africa. Relations between agriculture and climate with reference to irrigation, crops, livestock, pests, and diseases. 15h (T), 45h (P); C AGY 202 Physiology of Crop Growth Crop Yield I 2 Credits Plant water relations. Transpiration and heat transfer. Photosynthesis, respiration, plant growth and development. Functions of nitrogen and its fixation in plants. 15h (T), 45h (P); C AGY 203 Agricultural Botany 2 Credits Introduction to plant taxonomy. Characteristics, distribution, economic importance and local examples (crops and weeds) of the following plant families: Leguminosae, Graminae, Solanacea, Compositae, Dioscoraceae, Malvaceae, Musacae, Sterculaceae, Rubiaceae, Euphorbiaceae and Rutaceae, Plant anatomy. 15h (T), 45h (P); C


AGY 204 Physical and Inorganic Chemistry for Agricultural Students 2 Credits States of matter. Thermodynamics. Chemical equilibrium, electrochemical potentials and ion movement through membranes. The transport properties of macromolecular systems. The nuclear atom, periodic law and electron probability distribution. Types of the chemical bond. The role of metal ions in a biological process. 15h (T), 45h (P); C AGY 205 Introduction to Soil Science 2 Credits Soil: origin and formation, classification and survey. Basic soil physics, colloids, and reaction. Nutrient requirements and mineral nutrition of plants. Fertilizers. Soil organic 191 matter. Soil macro and micro-organisms. 15h (T), 45h (P); C AGY 206 Introduction to Forestry and Wildlife 2 Credits Forest and wildlife: scope and importance in Nigeria. The concept of ecosystem, nutrient cycling and energy flow. Silviculture. Afforestation, felling and log transportation. Farming systems. Agricultural raw materials, their industrial products, and by-products. 15h (T), 45 (P); C AGY 301 Crop Production for Engineers 2 Credits Classification and ecology of crops in Nigeria. Nutrient requirements and mineral nutrition of plants. Manures and fertilizers. Cropping sequences and rotation, tillage and weed control. Irrigation, drainage, soil conservation and other cultural practices. Harvesting, processing and storage of crops. Farming systems. 15h (T), 45 (P); (For Agricultural and Biosystems Engineering students only). AGY 302 Introductory Geology for Agriculture 2 Credits Composition of the earth‟s crust. Silicate minerals and their identification. Crystallography and minerals. Characteristics of igneous, metamorphic and sedimentary rocks and their weathering products. Geology of Nigeria. Origin of crystal structures. The main features of earth‟s surface. External processes. 15h (T), 45 (P); C AGY 303 Introductory Weed Science 2 Credits Biology and identification of weeds. Weed control methods, Herbicides: formulation, handling, storage, use, and disposal. Calibration of application equipment and calculation of rates. 15h (T), 45h (P); C AGY 304 Soil Science for Engineers 2 Credits The concepts of soil. Origin and formation of soils. Physical properties of soils. Soil colloids, reaction, and mineralogy. Soil organic matter and soil organisms. Soils and mineral nutrition of plants. Soil survey and Classification. 15(T), 45 (P); (For Agricultural and Biosystems Engineering students only). AGY 307 Elements of Soil Chemistry and Fertility 2 Credits Composition and characteristics of soil colloids. Ion exchanges equilibria in soils. Soil testing. Macro and micronutrients in crop production. Shifting cultivation ad soil fertility. 15h (T), 45h (P); C AGY 308 Agronomy of Arable Crops 3 Credits Principles of arable crop production. Production practices for cereals, legumes, root crops, oil seed crops, fiber crops, fruit and leafy vegetables of economic importance in Nigeria. 30h (T), 45 (P); C AGY 309 Agronomy of Permanent Crops 3 Credits Principles of horticultural and industrial crop production. Production, post-harvest storage, processing, and marketing of citrus, banana, plantain, mango, cashew, kola, oil palm, cocoa, coffee, para rubber. and some selected vegetable crops. 30h (T), 45h (P); C AGY 310 Introduction to Plant Breeding 2 Credits Definitions and concepts in plant breeding. Contributions of plant breeding to the society. 192 Genetic


variation and exploitation in plant breeding. Heritability and genetic variance. Plant germplasm. Simple statistical tools in plant breeding. Biotechnology as a tool in plant breeding. 30h (T); C AGY 405 Crop Production Techniques 4 Credits Crop production techniques in arable, permanent and horticultural crops. Field layout and randomization techniques for arable, permanent and horticultural crops. Nursery practices (budding, grafting, etc) for horticultural crops. Crop maintenance practices including fertilizer application, weed control methods, mulching etc. 180h (P); C AGY 406 Soil Fertility and Soil Water Management 2 Credits Macro and micronutrients in crop production. Fertilizer formulation and usage in crop production. Soil fertility and water conservation methods. Methods of run-off water and soil erosion control. Use of leguminous cover crops in soil conservation. 90h (P); C AGY 407 Soil Survey and Land Evaluation 1 Credit Purpose of land area survey. Straight and curvilinear sided farms and their measurements. Branches of surveying. Conduct of survey and survey plotting. Types of erosion. Errors in measurement. Scales and plans. 45h (P); C AGY 408 Crop Processing and Storage 1 Credit Crop processing practices: threshing, shelling, winnowing, bagging, etc. Handling and maintenance of crop processing equipment including warehouses. Post-harvest practices for arable and horticultural crops. Control of field-to-store pests. 45h (P); C AGY 498 Students’ Industrial Work Experience Scheme (SIWES) 2 Credits Detailed entry of activities carried out during the nine-month in-situ period in each sub-programme in the university as well as those of the activities performed during the ex-situ period outside the university. Such activities shall be properly entered in the SIWES Log Book and endorsed by the resource person in charge. 90h (P); C AGY 502 Seed Production and Certification 3 Credits Elements of seed improvement. Seed production technology. Seed certification. Seed marking and distribution. Seed programme in Nigeria. Problems of seed industry development in Nigeria. Components of the effective seed industry. 30h (T), 45h (P); E AGY 504 Plant Breeding 3 Credits Principles of plant breeding. Breeding systems: breeding methods and procedures. The role of plant breeding in pest and disease control in crops. Germplasm resources. Evaluation and utilization of major crops grown in Nigeria. 30h (T), 45h (P); E AGY 506 Pasture and Forage Management 3 Credits Role of pasture and forage plants in livestock production. Pasture establishment and management. Grass-legume mixtures. Grazing systems. Factors affecting the nutritive values of pastures and forage crops. Forage preservation. 30h (T), 45h (P); E AGY 508 Physiology of Crop Growth and Crop Yield II 3 Credits Inorganic components of plants. Metabolism of nutrient elements. Water stress. Stomatal physiology. Plant hormones and growth regulators: potentials for their use in Agriculture. 30h (T), 45h (P); E AGY 510 Soil Taxonomy and Survey 3 Credits Basic principles of soil classification. The concept of soil and the major systems of soil classification. Soil classification in Nigeria. Numerical taxonomy of soils. Aerial photo interpretation and soil survey methods. Progressive soil survey reporting and field exercises. 30h (T), 45h (P); E


AGY 512 Analytical Techniques in Soil Science 3 Credits Soil sampling and sample preparation. Precision, bias, accurate and operational variation in analytical techniques. Instruments and their operational principles. Particle size analysis. Soil carbon and organic matter. Nitrogen and moisture equivalent determination. Analysis of micro and macro-nutrients. 15h (T), 90h (P); E AGY 514 Soil and Water Management 3 Credits Soil conservation methods. Reclamation of lime soils. Management of saline-sodic soils. Drainage methods. Reduction of soil pollution. Erosion hazards and methods of control. Precipitation, evapotranspiration, and infiltration. Rainfall run-off over agricultural land. Universal soil loss equation. 30h (T), 45h (P); E AGY 516 Horticulture 3 Credits Ecological distribution of fruit and vegetables in Nigeria. Principles underlying basic horticultural practices. Horticultural machines and equipment. Methods of plant propagation. Cultivation, management and storage of vegetables and tropical fruits. 30h (T), 45h (P); E AGY 518 Irrigation Agronomy 3 Credits Soil-water-plant atmosphere relations. Water balance and methods of assessing water requirements of crops. Water use pattern of some crops and their critical growth stages for water. Water use efficiency and water economy. Crop rotation and crop sequence under irrigated conditions. 30h (T), 45h (P); E AGY 520 Principles of Weed Control 3 Credits Review of various weed control methods and their associated problems. Herbicides: definition, history, classification and characteristics, and their effects on the environment. Weed control in selected local crops. 30h (T), 45h (P); E AGY 522 Soil Microbiology 3 Credits Microorganisms in soils. Microbial transformations of nitrogen, phosphorus, sulphur, iron and other minerals. Isolation of soil micro-organisms. Biochemical activities of microbial population and formation properties of soil organic matter. Transformation of hydrocarbons and pesticides. 30h (T), 45h (P); E AGY 524 Soil Physics 3 Credits Dynamics, circular motion, gravitation, work, energy, and power. Soil structure, texture and surface area of soil particle. Soil water: the flow of water in saturated and unsaturated soils. Poiseulle‟s and Darcey‟s laws. Moisture characteristic curves and heat transportation in soils. 30h (T), 45h (P); E AGY 526 Crop Products and Processing 3 Credits Processing methods for cereals, legumes, root crops, oil seed crops, fibre crops, fruits and leafy vegetables. Changes in crop products during preservation and storage. Utilization of crop by-products. 30h (T), 45h (P); E AGY 599 Project 5 Credits Each student under the guidance of an approved supervisor is required to conduct research in an area approved by the Department, culminating in the submission of a project. 225h (P); C DEPARTMENT OF ANIMAL PRODUCTION ANP 205 Fundamentals of Nutrition 2 Credits Chemical composition of the animal body. Water in relation to animal nutrition. Enzymes, coenzymes and vitamins. Metabolism of carbohydrate, lipids, and protein. Urea cycle. Mineral and energy metabolism.


15h (T), 45h (P); C ANP 206 Introduction to Fisheries 2 Credits The basic structure of fishes and their adaptation to aquatic life. Ecology of aquatic systems. Fundamental links in the life cycle of fishes. Important species of fishes in West Africa. The fishery industry in Nigeria. Principles of fish farming. 15h (T), 45h (P); C ANP 207 Introduction to Animal Science 2 Credits Species and breeds of livestock and their world distribution. Morphology of farm animals. Feeding habits of farm animals. Management and disease. Problems of livestock farming in the Nigerian economy and human nutrition 15h (T), 45h (P); C ANP 301 Anatomy and Physiology of Farm Animals 2 Credits Basic anatomy of farm laboratory animals and poultry with emphasis on the digestive and reproductive tracts. The physiological basis for growth and development. Lactation, milk let down and egg production. Water balance. Nervous and hormonal systems. Temperature regulation in farm animals. 15h (T), 45h (P); C ANP 302 Principles of Feeds and Feeding 2 Credits Classification of feeds. Proximate analysis and nutritive value of Nigerian feedstuffs. Utilization of agro-industrial by-products. Protein and energy requirements of farm livestock. Feeding standards. Balance, trial and other methods of evaluating the nutritive value of feeds. Feed formulation. 15h (T), 45h (P); C ANP 306 General Animal Husbandry 3 Credits Consideration of the factors necessary for successful swine, rabbit, poultry and ruminant production programmes. Requirements for housing. Effect of feeding and management on yield and quality. Rearing of young animals to market. Emphasis to be placed on the design of a profitable enterprise. 30h (T), 45h (P); C ANP 307 Animal Production for Engineers 2 Credits Types of livestock (for eggs, milk, meat, wool, etc). Distribution of livestock in Nigeria. Animal feeding and nutrition. Forage crops and their preservation. Artificial insemination. Livestock housing. Other engineering requirements of livestock e.g processing equipment. 15h (T), 45h (P); (For Agricultural and Biosystems Engineering students only). ANP 309 Introduction to Animal Breeding 3 Credits History of genetics. Principles of inheritance. Qualitative and quantitative characters. Sex determination, phenocopies, penetrance and expressivity. Study of chromosome structure, number and function. Gene in population and theory of evolution. Applications of genetics to animal breeding. 30h (T), 45h (P); C ANP 404 Animal Health Management 2 Credits Sterilization of equipment for livestock production. Disinfection methods for livestock and their houses. Common signs of sick animals. Handling and treatment of sick animals. Disposal methods for sick and dead animals. Vaccination programmes for different classes of livestock. Routine health management practices for livestock including debeaking, castration, dipping, etc. 90h (P); C ANP 405 Animal Production Techniques 3 Credits Identification of different breeds of different classes of livestock (ruminants, non-ruminants, and poultry). Management practices for different classes of livestock. Heat detection and pregnancy tests in farm animals.


Care of pregnant and lactating animals. Formulation of feeds for different classes and ages of livestock. Forage conservation methods. Pasture management (paddocks, rotational grazing) for ruminants. Estimation of body weights in ruminants and non-ruminants. Determination of age in different classes of livestock. 135h (P); C ANP 407 Animal Processing and Storage 1 Credit Introduction to dairy equipment. Meat and meat products. Sterilization and pasteurization of milk. Methods of milk preservation including cheese, yoghurt, powdered milk, etc. Milk quality tests. Meat preservation techniques including assessment of meat quality. Methods of egg preservation. 45h (P); C ANP 498 Students‟ Industrial Work Experience Scheme (SIWES) 2 Credits Detailed entry of activities carried out during the nine-month in-situ period in each sub programme in the university as well as those of the activities performed during the ex-situ period outside the university. Such activities shall be properly entered in the SIWES Log Book and endorsed by the resource person in charge. 90h (P); C ANP 504 Principles of Feed Manufacturing 3 Credits Influence of processing on the acceptability of feeds. The structure of the feed Industry. Regulations governing the manufacture and distribution of livestock feeds. Feed formulation. Storage and quality control of feedstuffs and feeds. 30h (T), 45h (P); E ANP 506 Animal Breeding 3 Credits Basic principles of genetics. Environment and heredity. Lethals. Heritability. Selection methods; breeding systems. Performance testing and improvement. Artificial breeding in livestock production. 30h (T), 45h (P); E ANP 508 Histology of Farm Animals 3 Credits Microscopy. Microscopic studies of the primary tissues of the body especially tissues of the reproductive and digestive systems, as well as, the mammary gland. Use of slides and demonstrations. 30h (T), 45h (P); E ANP 509 Beef Cattle Production 3 Credits World distribution of cattle breeds. Dentition. Reproduction and lactation in cattle. Mating, calving and management routines of cattle. The system of beef cattle production and marketing. Problems of beef cattle production in Nigeria. 30h (T), 45h (P); E ANP 510 Dairy Science and Production 3 Credits Dairy cattle. Types, requirements for housing, feeding and management as they affect milk yield and quality. Lactation, milk let-down, milking, and milk hygiene. Chemistry and nutritive value of milk. Dairy microbiology and milk processing. 30h (T), 45h (P); E ANP 512 Swine Production 3 Credits Description of common breeds of pigs. Commercial and pure breeds. Management, nutrition, and health of different classes of swine. Measures of carcass quality in swine. Carcass cuts in swine. Problems of swine production in Nigeria. 30h (T), 45h (P); E ANP 513 Poultry Production 3 Credits Characteristics of poultry breed. Principles of poultry production. Management, nutrition and disease problems of broilers, pullets, and laying birds.


30h (T), 45h (P); C ANP 514 Animal Products and Processing 3 Credits Dairy microbiology. Milk processing. Livestock processing. Preservation techniques. Changes in animal products during preservation and storage. Carcass quality evaluation in livestock. Egg quality and grading. Milk hygiene. Chemistry and nutritive value of meat, egg, and milk. Processing of animal by-products. 30h (T), 45h (P); E ANP 516 Animal Health 3 Credits Environmental factors in relation to diseases. Major diseases of farm livestock and their control. Principles of immunity and disease resistance with their practical application. Disease control and regulations. 30h (T), 45h (P); E ANP 517 Ruminant Animal Production 2 Credits World distribution and types of sheep and goat breeds. Production and lactation in sheep and goat. Management routines of sheep and goat. 15h (T), 45h (P); C ANP 518 Reproductive Physiology 3 Credits Productive cycles. Physiology of sperm and ovum. Endocrinology of reproduction. Genetic physiology. Pregnancy, foetal development, fertility, and sterility. Artificial insemination. 30h (T), 45h (P); E ANP 520 Animal Experimentation and Research Techniques 3 Credits Report writing. Attributes of population and samples. Sampling techniques in Animal Production experimentations: rumen liquor, vitamin and mineral assays. Analysis of fresh and conserved fodder. Balance, trial, spectroscopy and isotopic tracer techniques. 30h (T), 45h (P); E ANP 522 Statistical tools for Breeding and Genetics 3 Credits Statistical tools for studying inheritance, genetic variance, covariance, heritability, repeatability, breeding value, inbreeding and crossbreeding. Environment and its influence on production. Selection methods. Mating systems. 30h (T), 45h (P); E ANP 524 Applied Animal Breeding 3 Credits Gene action and interaction. Mutation and lethal genes. Determination of genetic parameters. Improvement of dairy and beef cattle, sheep, goat, swine and poultry by application of quantitative and population genetics. Breeding plans and development of new breeds. 30h (T), 45h (P); E ANP 526 Principles of Animal Biotechnology 3 Credits Chemical nature of genetic materials and genetic control. Genetic code. Gene detection and manipulation. DNA isolation. Sequencing and cloning. Polymerase chain reaction. Gene mutation and repairs. Determination of genetic homogeneity. Application of genetic engineering to Animal Production: Marker genes, Quantitative Trait Loci (QTL), transgenesis, and cloning etc. 30h (T), 45 (P); E ANP 528 Livestock Production Systems 3 Credits Types of non-species livestock production systems, their features and effects on the environment. Mitigations to the environmental impacts of livestock production. Organic livestock production. Genetically modified foods. The contribution of livestock production to climate change. 30h (T), 45 (P); E ANP 599 Project 5 Credits Each student under the guidance of an approved supervisor is required to conduct research in an area approved by the Department, culminating in the submission of a project.


225h (P); C DEPARTMENT OF CROP PROTECTION CPT 201 Introduction to the Study of Arthropods 2 Credits Introduction to the structure, physiology, and classification of arthropods particularly insect. Biological success of insects. Influence of insects on agriculture, human and livestock health. 15h (T), 45h (P); C CPT 202 Introduction to the Study of Microorganisms 2 Credits Introduction to the structure, classification and life history of nematodes, fungi, bacteria and viruses. Influence of microorganisms on agriculture, human and livestock health. 15h (T), 45h (P); C CPT 301 Economic Entomology 2 Credits Biology, ecology, and control of major insect pests of crops in the field and storage. Methods of controlling pests including the use of insecticides. Formulation, equipment for application and calculation rates. 15h (T), 45h (P); C CPT 302 Plant Pathology 3 Credits Principles of plant pathology. An introduction to symptoms, spread, and control of major local plant diseases caused by Nematodes, Fungi, Bacteria and Viruses. Methods of controlling plant diseases. 30h (T), 45h (P); C CPT 401 Crop Disease Management 1 Credit Basic concepts of disease management in selected crops and stored produce. Safety handling and application of fungicides in the control of diseases. Economics of disease control. 45h (P); C CPT 402 Insect Pest Management 1 Credit Basic concepts of pest management in selected crops and stored produce. Safety in handling and application of insecticides in the control of diseases. Calibration of sprayers in field pest control. Economics of pest control. 45h (P); C CPT 498 Students’ Industrial Work Experience Scheme (SIWES) 2 Credits Detailed entry of activities carried out during the nine-month in-situ period in each sub-programme in the University as well as those of the activities performed during the ex-situ period outside the University. Such activities shall be properly entered in the SIWES Log Book and endorsed by the resource person in charge. 90h (P); C CPT 502 Plant Disease Management 3 Credits The concept of plant diseases management. Economics of plant disease control. Quantitative and regulatory measures against introduction and spread of plant pathogens. A detailed study of diseases of major local crops in the field and in storage, and their control. 30h (T), 45h (P); E CPT 504 Pest Management 3 Credits Concepts of pest management. Economics of insect pest control. Pest management in selected local crops and in stored produce. Storage structure: uses and limitations. 30h (T), 45h (P); E CPT 506 Crop Protection Technology and Pollution 3 Credits Principles, techniques, and equipment for applying crop protection chemicals in the control of field and


storage pests, diseases and weeds. Maintenance and repair of crop protection equipment. Environmental pollution. Pesticides and their control. 30h (T), 45h (P); E CPT 508 Vertebrate Pest Management 3 Credits Definitions. Biodiversity and ecology of vertebrate pests. The menace of mammalian and avian pests in crop production. Management of vertebrate pests: cultural, biological and chemical. 30h (T), 45h (P); E CPT 510 Bee-Keeping Technology 3 Credits Ecology, life cycle, colony structure, behaviour and benefits of honey bees: Hive construction and management, hive products and their uses. Harvesting and quality control. 30h (T), 45h (P); E CPT 512 Applied Genetics 3 Credits Fundamental principles of inheritance. Chromosome structure and function. Chemical nature of genetic materials and genetic control. Applied genetics and crop improvement. 30h (T), 45h (P); E CPT 599 Project 5 Credits Each student under the guidance of an approved supervisor is required to conduct research in an area approved by the department, culminating in the submission of a project. 225h (P); C COURSES FROM OTHER FACULTIES AND UNITS OFFERED ON THE B.AGRIC PROGRAMME GNS 111 Use of English I 2 Credits Information collection and usage. Collection and organization of materials. The logical presentation of papers. Use of the Library. Reference sources. Techniques of fast reading and writing. Continuous writing. Oral communication, public speaking, and phonetics. 15 (T), 45h(P); R GNS 112 Use of English II 2Credits A basic course in effective listening skills. Use of the English Language relevant to students’ disciplines. The structure of the sentence types. Verbs. Classification of nouns, punctuation. Writing of essays. Sentence construction. Outlines and paragraphs. 15(T); 45(P);R CHM 101 General Physical Chemistry 3 Credits Atoms, Dalton's atomic theory and Atomic masses. Fundamental particles of the atom and Atomic structure. Modern electronic theory of atoms. The periodicity of the elements. Mole concept, Chemical formulae equations and calculations. States of matter: gas, liquid and solid. Energetics and thermochemistry. Chemical kinetics: equilibria and electrochemistry. 45h (T); E CHM 112 General Organic Chemistry 2 Credits Historical survey of the development and importance of organic chemistry. Functional groups, nomenclature and classes of organic compound. Basic organic chemistry reactions of saturated and unsaturated hydrocarbons Stereochemistry of hydrocarbon compounds. Isolation and purification of organic compounds. 30h (T); E CHM 115 General Practical Chemistry I 2 Credits Theory and practice of quantitative chemical analysis, calculation, data analysis and presentation, Acid-base, oxidation-reduction reactions, precipitation and complexometric titrations. Gravimetric analysis. 15h (T); 45h (P), E


CHM 116 General Practical Chemistry II 1 Credit Qualitative inorganic and organic analysis for elements in Groups IA, IIA, IIIA,IVA, IB, IIB, and IIIB. Chemical analysis for functional groups: acidic, ketonic, carboxylic. 45h (P); E PLB 101 Cell Biology 3 Credits Cellular basis of life. The structure of plant and animal cells. Functions of cells and cellular organelles. Cell division, Heredity. History of Microbiology, Economic importance of microorganisms. 30h (T), 45h (P); E PLB 108 Plant Diversity: Forms and Functions 3 Credits Diversity. Morphology and general characteristics of viruses. bacteria, fungi, algae, bryophytes, pteridophytes, gymnosperms and angiosperms. Structure and functions of main organs in angiosperms. 30h (T), 45h (P); E ZLY 101 Introductory Ecology 2 Credits Factors controlling the distribution of animals, communities, and population. Succession and climax. Man and environment. 15h (T), 45h (P); E ZLY 103 Introductory Animal Diversity 2 Credits Nomenclature and classification of animals. The diagnostic feature of major invertebrate and vertebrate phyla and classes to reflect the evolutionary trend. 15h (T), 45h (P); E ZLY 106 Mammalian Forms and functions 2 Credits Structure and functions of an organ system in mammals: circulatory, excretory, reproductive, nervous, -respiratory, digestive, endocrine systems and Integuments. 15h (T), 45h (P); E CSC 111 Introduction to Computer Science I 2 Credits Historical development of computer systems. Types of Computer: Analogue and Digital. Characteristics of a digital computer. Basic components of computers: Hardware and Software. Number System: Data Representation schemes, Boolean Algebra and Karnaugh Map. Basic Logic: Gates and some simple Combinatorial Logic circuits. 15h (T), 45h (P); E CSC 112 Introduction to Computer Science II 3 Credits Problem solving techniques. Algorithm: pseudo-code and flowcharting. Programming languages: types and orientations. Language translation: Compiler and Interpreter. BASIC programming language: constants, variables, arithmetic & logical expression. Control statements: selection and iterative, jump elementary data structure, list, and tables, functions and subroutines. 30h (T), 45h (P); E GEM 104 Earth History 2 Credits Origin of the solar system. Origin and evolution of the atmosphere, hydrosphere and organism. Paleoclimates, paleoceanography, paleomagnetism and paleogeography. Fossil. Basic principles of stratigraphy. 15h (T), 45h (P); E GEM 106 Introduction to Geology 2 Credits The constitution of the earth. Earthquakes and earth‟s internal structure. Minerals. Magmatism and igneous rock. Weathering, transportation and sedimentary rocks. Metamorphism and metamorphic rocks. Deformation and geological structures. 15h (T), 45h (P); E


MAT 115 Mathematics for Agriculture and Biosciences I 2 Credits Differential Calculus: ordinary and partial derivatives. Maclaurin and Taylor‟s series. Integral calculus and standard integrals. Methods of integration and double integrals. Differential equations with constant coefficients. 30h (T); E MAT 116 Mathematics for Agriculture and Biosciences II 2 Credits Sequences and series: arithmetic and geometric. Binomial theorem. Matrices, determinants and solution of systems of linear equations. Vectors: addition and product. Coordinate geometry. 30h (T); E PHY 115 Mechanics and Properties of Matter I 2 Credits Units and dimensions. Scalars and vectors. Particle kinematics. Newton‟s laws. Friction, work, and energy. Centre of mass. Simple harmonic motion and rigid body dynamics. Kepler‟s laws. The pressure in fluids, intermolecular forces, Hooke‟s law and Young‟s modulus, Fluid flow streamline turbulence, Stokes‟ law and surface tension. 30h (T); E STA 132 Laboratory for Inference 2 Credits Presentation and analysis of data. Curve fitting and goodness-of-fit tests. Construction of questionnaires and simple index numbers. Use of random numbers and statistical tables. 90h (P); E ABE 205 Power and Machinery Engineering for Agriculture Students 2 Credits Description of major farm tools and machine parts. Farm power sources. Description of major farm equipment for primary and secondary tillage operations. Field performance evaluation and maintenance procedure of field machinery. 15h (T), 45h (P); E AHE 201 Introduction to Home Economics 2 Credits Philosophy, scope, objectives and historical development of home economics. Basic human needs with respect to food, clothing, shelter and health programme. Approaches in Home Economics which will help to meet these needs.Preparation for careers in a variety of occupations. 30h (T); R AFS 201 Introduction to Food Science and Technology 2 Credits Definition and scope of food science and technology. Food composition. Physical, chemical and biological principles of food processing, preservation, and storage. Food poisoning and its prevention. Food distribution and marketing. Food habits and consumption patterns. Review of the global food situation. 15h (T), 45h (P); R GNS 211 Philosophy, Logic and Nigerian Culture Communication in human society. Human creativity. Foundation of Philosophy. Freedom, human rights and concepts of justice. Logical thought and critical reasoning. Laws of thought. African civilization, development, religions, and culture. Nigerian perception of his world. Culture areas of Nigeria and their characteristics. 30(T);R GNS 212 Introduction to Social Sciences and Citizenship Education 2 Credits Basic principles of Sociology and Anthropology. The development process. The Nigerian economy: history and policies. Citizens’ process. The Nigerian economy: history and policies. Citizenship Education in Nigeria: Arms of the Nigerian Government constitution of the Federation. Ethics and discipline in National life. National identity. The Nigerian environment. Foreign policy and international relations. Social ills: examination malpractice, bankruptcy, etc and their sanctions. Basic principles of accounting and management. 30h (T); R


ABE 302 Harvest and Post-Harvest Engineering for Agriculture Students 2 Credits Selection, use and maintenance of harvesting equipment. Field evaluation of harvesting equipment. Equipment and facilities for the handling of agricultural products. Description of crop processing equipment. Agricultural crop storage principles and practices. (Not for Agricultural and Biosystems Engineering Students). 15h (T), 45h (P); R ABE 310 Soil and Water Engineering for Agriculture Students 2 Credits Irrigation, methods of irrigation, measurement of water, frequency, and amount of irrigation, irrigation efficiencies, quality of irrigation water. Drainage, drainage requirements of crops, surface, and sub-surface drainage. Soils Conservation; Universal soil loss equation Gully control structures. Soil erosion by water and the wind. 15h (T), 45h (P);R GNS 311 History and Philosophy of Science 2 Credits Scientific methods. Scientific revolution and methodology. African physical environment. Agriculture in Nigeria. Man and the universe: origin, nature, and cosmic environment. The concept of disease. Parasites and diseases. Use and abuse of the human body. The concept of matter. Energy: sources, generation, distribution, inter-conversion, and conservation. Threat and implication of nuclear war. Science and technology in the society and service of man. The relevance of scientific research and advances in human society. Ethics and technology. Environmental effects of chemical, plastics, textiles and wastes. Environmental sanitation. Chemical and radiochemical hazards, Computer and its application. 30(T);R GSE 301 Graduate Self Employment 3 Credits Identification of the nature, purpose and scope of business. Basic principles of feasibility report writing. Financial acquisition and Management Resource Management. Elements of Marketing. Skills acquisition for selected prototype enterprises. Student Project. 15h (T), 90H (P); R ABE 403 Farm Mechanization Practices 1 Credit Tractor systems including parts of a tractor. Maintenance procedure for agricultural tractors, tractor-mounted implements including servicing, lubrication, etc. Maintenance of agricultural equipment such as sheller, dryer, seed cleaner, etc. Tractor driving lessons including the coupling of tractor and operation of tractor-mounted implements such as the plough, harrow, ridger etc in land preparation activities. 45h (P); R ABE 404 Farm Workshop Practice 1 Credit Cutting, bending, grinding and welding of metals. Use of common workshop tools like snipers, guillotines, files, scribers, vices, welding machines, drills, etc; Fabrication techniques and construction methods. Fabrication of simple farm equipment like rakes, hand hoe, maize shellers, incubators. 45h (P); R ABE 405 Soil Irrigation and Water Conservation 1 Credit Introduction to use and maintenance of surveying equipment like levels, theodolites, etc. Levelling for soil conservation and irrigation purposes. Production of topographic maps through a surveying project. Introduction to the construction of irrigation systems such as sprinkler, gravity, and furrow irrigation. Basic soil conservation structures. 45h (P); R STA 433 Statistical Method and Field Experimentation 3 Credits Introduction to field experiments. Selection of designs for specific situations: collection and analysis of data. Analysis of variance and covariance. The design of experiments. Using and analyzing data from the


following: pair plot, completely randomized, complete blocks, Latin squares, and split-plot designs. Factorial experiments. 45h (T); R SUMMARY B. AGRIC. 100 Level A total of 37 Credits are to be taken in prescribed courses in the Faculties of Life and Physical Sciences to include: PLB 101 (3), 108 (3), CHM 101 (3), 112 (2), 115 (2), 116 (1), GEM 104 (2), 106 (2), ZLY 101 (2), 103(2), 106 (2), CSC 111 (2), 112 (2), PHY 115 (2), MAT 115 (2), 116 (2), STA 132 (2), GNS 111 (2) and 112 (2). All courses at 100 level are electives except GNS 111(2) and 112(2) which are required. 200 Level A minimum of 46 Credits are to be taken in prescribed courses in the Faculties of Agriculture and Engineering & Technology to include: GNS 211 (2), 212 (2), AEF 201 (2), 202 (2), 204 (3), AXR 201 (2), 204 (3), 206 (2), ANP 205 (2), 206 (2), 207 (2), AGY 201 (2), 202 (2), 203 (2), 204 (2), 205 (2), 206 (2), CPT 201 (2), 202 (2), AHE 201 (2), AFS 201 (2), ABE 205(2). Total = 46 Credits In addition, Direct Entry students are expected to take GNS 111(2), 112(2). Total = 50 Credits 300 Level A minimum of 46 Credits are to be taken in prescribed courses in the Faculties of Agriculture and Engineering & Technology to include: AEF 301 (3), 302 (3), AXR 301 (2), ANP 301 (2), 302 (2), 306 (3), ANP 309 (3), AGY 302 (2), 303 (2), 307 (2), 308 (3), 309 (3), 310 (2), CPT 301 (2),CPT 302 (3) Required Courses: ABE 302 (2), 310 (2), GNS 311(2), GSE 301 (3) Total = 46 Credits 400 Level A minimum of 30 Credits are to be taken in prescribed courses in the Faculties of Agriculture and Engineering & Technology to include all courses in Farm Practical training (FPT): AEF 403 (2), 404 (2), AXR 402 (2), 403 (1), 404 (1), ANP 404 (2), 405 (3), 407 (1), AGY 405 (4), 406 (2), 407 (1), 408 (1), CPT 201 401 (1), 402 (1) In addition, students are expected to take either of AEF 498/AXR 498/ANP 498/AGY 498/CPT 498 (2) Required Courses: ABE 403 (1), 404 (2), 405 (1) Total = 30 Credits 500 Level A minimum of 34 Credits are to be taken in prescribed courses in the Faculties of Agriculture and Science to include: Compulsory Courses: AEF 502 (3), 515 (3), 517 (3), ANP 513(3) and 517(2). In addition, students are expected to take 12 Credits in approved electives and 5 Credits in the project. Required Course: STA 433 (3) Total = 34 Credits

c. Strategies for training academic staff in relation to the revised B. Agric

programme Currently, the University of Ilorin has well developed and proven avenues whereby staff gets the opportunity to be trained as related to their job functions. However, in this instance of Tuning Africa, new strategies will be developed for training staff in line such as to enable them to have a grasp of what Tuning Africa s about. Some of this involves

- exchange programme of staff to schools that have already adopted Tuning - web conferencing where staff get a platform to interact with other researchers across

the board - Online trainings - Accessibility to online materials - Invitation of experienced tuning staff to assist in integration and acculturation - fellowships and grants to staff to enable them to acquire requisite skills

d. Development of teaching, learning and assessment strategies and tools

which will contribute to implementation of the revised programme


Teaching under the revised B. Agriculture programme will be more student-centric having established that the focus is to now be on the students at a level higher than the current. Likewise, teaching will be more competence based since we would have established the set skills, competence and learning outcomes the B. Agric holder is expected to have ta the end of the programme. In assessing the students, more attention will be targeted at ensuring that the students have acquired the required competence after having gone through the instruction and training on the course. Interactive platform will be made more profound whereby students are more open to discussing with the teachers having brought them to the consciousness that the teachings are more centered around them. The introduction of effective feedback mechanism where students can get to assess the teachers based on the established intended learning outcomes on the backdrop of what they have actually acquired thereby helping to serve as an improvement guide. The use of various teaching tools and aids will also be implemented such as to ensure the students have varieties of avenues to learn from. Competence-based teaching approach will also be adopted.

e. Internal monitoring and quality assurance procedure planned /expected for the implementation

In order to implement the Revised B. Agric programme and ensure that the process is well crafted, there will be the need to institutionalize the internal monitoring and quality assurance process by setting up a Faculty Quality Assurance and Control Committee which the Departmental Quality Assurance and Control Teams reports. The Committee will be in charge of training, surveying on the training needs and gaps, organizing of workshops, interactive forums etc which are meant to prepare teachers for the task involved in the revised programme. It will also provide avenues for teachers to acquire the set skills required of them to be successful at teaching and assessing under the competence-based teaching which the revised programme entails.

f. Timetable for the Implementation

The timetable for the implementation of the revised programme is not yet definite based on the final approval which can only be given by the National University Commission being the apex body that approves all academic programme across Universities in Nigeria.

g. Other relevant issues The current situation in Nigeria is one in which the University has no power to revise academic programme without having sought the approval of the National University Commission (NUC) being the regulatory agency for tertiary education. This, therefore, poses a major challenge as the pace of the work will be determined by how well the NUC keys into the vision behind the revision of the academic programme. It is, therefore, pertinent that the NUC is carried along such as to facilitate the approval process when this eventually gets to the board at NUC having already established clear goals and mission of the Tuning programme. Currently, we have only been able to make skeletal adjustments such as to imbibe the competence-based teaching however this is only peripheral as the bulk of the change that needs to be made remains untouched until NUC approval is granted for such revision.


3.1.4. Universite Nangui Abrogoua Master en Protection des Végétaux et de l’Environnement (PVE) a) Name of the revised programme : Master en Protection des Végétaux et de

l’Environnement (PVE) Le concept de protection des végétaux est l’ensemble des activités ou sciences qui permettent à l’homme d’assurer la protection durable de ses productions végétales contre les nuisibles des cultures et des stocks en vue d’en garantir un rendement optimal et une qualité organoleptique et sanitaire maximale dans le respect de l’environnement de production et/ou de transformation. La formation se propose donc de dispenser un enseignement de haut niveau concernant les disciplines de protection des végétaux (Phytopathologie, Entomologie et Gestion des adventices) mais aussi des disciplines plus transversales nécessaires aux étudiants pour être plus opérationnels. b) Explain the social need of the revised programme (Individual Programme). Du fait de la mondialisation, nous devons mettre à la disposition de la société des diplômés compétents, qui n’auront pas de difficultés s’intégrer quelque soit leur lieu de travail. Ils devront aussi être à mesure de s’auto-employer. Ainsi, pour tenir compte de ces réalités, de nouvelles unités d’enseignement ont été rajoutées. Le contenu des autres a été également revisité. c) Description of the degree profile of the new programme or a revised programme in

terms of generic and/or subject-specific competences. Compétences génériques

Capacité à concevoir, analyser et synthétiser

Capacité à évaluer de façon critique

Capacité à mettre en pratique ses connaissances

Capacité à décider de façon objective et résoudre efficacement les problèmes

Capacité à utiliser les technologies innovantes et appropriées

Capacité à communiquer efficacement dans la langue officielle

Capacité à acquérir de nouvelles connaissances tout au long de la vie

Capacité à s’adapter, anticiper et réagir efficacement face à des situations nouvelles

Capacité à réfléchir de façon créative et innovante

Capacité à être leader, gérer et travailler en équipe

Capacité à communiquer et avoir de bonnes relations interpersonnelles

Capacité à comprendre et intégrer les enjeux économiques et environnementaux

Capacité à travailler en contexte intra ou interculturel et en contexte international

Capacité à travailler de façon autonome et sous pression

Capacité à examiner, évaluer et améliorer la qualité

Capacité à avoir confiance en soi et faire preuve d’esprit d’entreprise

Capacité à lire et comprendre des documents en anglais Au niveau des compétences génériques, certaines ne semblaient pas pertinentes par rapport à notre contexte. Elles ont été supprimées. Exemple celles relatives à UNBUNTU, ou l’héritage culturel. Compétences spécifiques

Capacité à reconnaitre et identifier les principales maladies des plantes ;


Capacité à identifier les principaux pathogènes responsables de maladies des plantes et les adventices ;

Capacité à reconnaitre les facteurs abiotiques causant des maladies chez les plantes ;

Capacité à identifier les principaux ravageurs des cultures et des stocks et leurs ennemis naturels ;

Capacité à mettre en place des méthodes de lutte efficaces contre les maladies, les ravageurs et les adventices des cultures, des forêts et des denrées stockées en tenant compte des normes et conventions internationales en matière de protection des végétaux ;

Capacité à mettre en œuvre et conseiller les bonnes pratiques d’application des pesticides ;

Capacité à évaluer les risques et gérer les résidus des pesticides ;

Capacité à connaitre les modes d’action des pesticides sur les ennemis des végétaux ;

Capacité à utiliser des logiciels bio-informatiques pour la recherche biologique et moléculaire ;

Capacité à gérer une exploitation agricole ;

Capacité, au regard des lois nationales et internationales, à faire du business en agriculture ;

Capacité à assurer une bonne gestion, faire le suivi et l’évaluation d’un projet agricole ;

Etre capable d’appliquer les connaissances pour identifier et résoudre les problèmes auxquels l’agriculture est confrontée tous les jours.

Capacité à communiquer en anglais

Etre capable d’élaborer, de planifier et de mettre en œuvre des recherches sur l’agriculture ;

Etre capable de travailler à l’échelle internationale ;

Habilité à adapter et à transférer les technologies ;

Capacité à créer de nouvelles technologies. Au niveau des compétences spécifiques, puisqu’il s’agit d’un parcours de niveau Master, nos compétences sont encore un peu plus spécifiques (pointus). En effet, dans le Tuning phase 1, nous avions travaillé uniquement sur le niveau Bachelor. Toutefois, certaines compétences demeurent pertinentes. Elles ont donc été maintenues. d) Length and level of the programme. La durée du programme pour le diplôme de Master PVE est de 2 ans, avec 4 semestres : 3 semestres de cours et un semestre de stage pratique. Pour obtenir le diplôme de Master PVE, l’étudiant doit valider au total 120 crédits (un crédit correspondant à 25 heures de travail étudiant). Ces crédits sont repartis comme suit : 90 crédits de cours (cours magistraux, travaux dirigés et pratiques) et 30 crédits de travaux de recherche pour le mémoire de fin de cycle. e) Future fields, sectors of employment/occupation of graduates. Le Master Protection des Végétaux et de l’Environnement est indifférencié. A l’issue de leur formation, les étudiants auront ainsi la possibilité d’opter, soit pour une insertion professionnelle dans les structures à vocation agricole, soit pour une poursuite des études en thèse de doctorat en vue l’obtention d’un emploi dans les universités, instituts ou centres de recherche, etc. Les structures susceptibles d’accueillir les diplômés du Master en Protection des Végétaux sont :

Les Ministères de l’Agriculture (Direction de la Protection des Végétaux, ANADER, OCPV), de l’Environnement (Direction du Développement Durable, SODEFOR) ;

Les centres de recherche et de formation (Universités, CNRA, INPH, CSRS, IRD, LANEMA, …) ;

Les entreprises agricoles (SOGB, SAPH, SCB, FDCC) ;


ONG, Coopératives agricoles ;

Les organisations sous-régionales (CEDAO, UEMOA, UA) et internationales (FAO, PAM) ;

Entreprises nationales et internationales de fabrication, de distribution et de commercialisation des produits phytosanitaires ;

Etc. Les compétences acquises par les diplômés sont de nature à leur permettre d’entrer dans une dynamique d’auto-emploi (création d’entreprises dans le secteur de l’agriculture). f) Link of the competences with the agreed meta-profile. Les Eléments de soutien identifiés pour les Sciences Agricoles sont les suivants : Processus d’apprentissage, Valeurs Sociales, Compétences en Organisation et en Communication, Innovation et Capacités Technique et Technologique.

(a) Meta-profil des Sciences agricoles (b) Compétences de la PVE

Figure 1. Inter-relation entre les compétences de la Protection des Végétaux et de l’Environnement et les éléments de soutien identifiés pour les Sciences agricoles

PV1. Capacité à concevoir, analyser et synthétiser PV2. Capacité à évaluer de façon critique PV3. Capacité à mettre en pratique ses connaissances PV4. Capacité à décider de façon objective et résoudre efficacement les problèmes PV5. Capacité à utiliser les technologies innovantes et appropriées PV6. Capacité à communiquer efficacement dans la langue officielle PV7. Capacité à acquérir de nouvelles connaissances tout au long de la vie PV8. Capacité à s’adapter, anticiper et réagir efficacement face à des situations nouvelles PV9. Capacité à réfléchir de façon créative et innovante PV10. Capacité à être leader, gérer et travailler en équipe PV11. Capacité à communiquer et avoir de bonnes relations interpersonnelles PV12. Capacité à comprendre et intégrer les enjeux économiques et environnementaux PV13. Capacité à travailler en contexte intra ou interculturel et en contexte international PV14. Capacité à travailler de façon autonome et sous pression PV15. Capacité à examiner, évaluer et améliorer la qualité PV16. Capacité à avoir confiance en soi et faire preuve d’esprit d’entreprise PV17. Capacité à lire et comprendre des documents en anglais

g) Definition of the competences and its level.

ELÉMENTS FONDAMEN-

TAUX EN AGRICULTURE

PROCESSUS D’APPREN-

TISSAGE

COMPETENCES D’ORGANISA-

TION + DE COMMUNICA-

TION

INNOVA-TION

VALEUR

SOCIALE

CAPACITE TECHNIQUE

ET TECHNOLO-

GIQUE

ELÉMENTS

FONDAMEN-

TAUX EN

AGRICULTURE

PV3, PV7,

PV12, PV17

PV6, PV10, PV11,

PV14

PV1, PV2, PV3, PV5,

PV9

PV8, PV10,

PV11,

PV13

PV1, PV2,

PV3, PV5,

PV15, PV16


Compétences du meta-profil

Cours dans le programme correspondant aux compétences

Nombre d’unités d’enseignement

1.0 Eléments centraux

S1 Avoir la connaissance et la compréhension de la production agricole et les sciences de base

PVE402 PVE403 PVE504 PVE501 PVE401 PVE409 PVE411 PVE502 PVE503

9

S2

Etre capable d’identifier les problèmes et de résoudre les problèmes de l’agriculture au jour le jour


9

S3 Habilité à évaluer et à gérer les projets agricoles, ainsi que de ressortir l’estimation financière

PVE407 PVE413 PVE503

3

S4 Posséder des compétences créatives et entrepreneuriales

PVE407 PVE412

2

S5 Etre capable d’élaborer, de planifier et de conduire des recherches en agriculture

PVE408 PVE410 PVE414 PVE508

4

2.0 Processus d’apprentissage

G1 Capacité à concevoir, analyser et synthétiser


3

G3 Capacité à l’évaluation critique et à la prise de conscience par soi-même

PVE413 1

G4 Capacité à traduire les connaissances acquises dans la pratique


4

G5 Capacité à décider de façon objective et résoudre efficacement les problèmes

- 0

G8 Capacité à apprendre à apprendre et la capacité d’apprendre tout au long de la vie

PVE410 1

S1 Avoir la connaissance et la compréhension de la production agricole et des sciences de base

PVE402 PVE403 PVE504 PVE501 PVE401

9





4

S7

Habilité à comprendre et à s’adapter aux nouvelles technologies émergentes en agricultures, incluant les TIC

PVE408 1

S10

Habilité à s’adapter et à transférer la technologie, aussi bien que la capacité à créer les nouvelles technologies

PVE408 1

S11 Habilité à connaitre, à conseiller et à développer les politiques et les réglementations agricoles

PVE408 1

S14

Habilité à identifier les pestes, pathogènes et associées, récoltes associés aux herbes, les animaux et leurs produits

PVE402 PVE403 PVE504 PVE409 PVE411 PVE502

6

S15 Habilité à améliorer la qualité et la propreté au sein de la chaine de production agricole

- 0

S16

Habilité à sélectionner et à gérer les machines, l’outillage agricole et équipement utilisés dans différents systèmes d’exploitation agricole

- 0

3.0 Valeurs sociales

G2 Professionnalisme, valeurs éthique dignité UBUNTU

- 0

G7 Habilité à communiquer effectivement en langue officielle, nationale et locale

PVE406 PVE506

2

G9 Flexibilité, adaptabilité, habilité à anticiper et répondre aux situations nouvelles

PVE507 PVE508

2

G11 Qualités de leader, compétences en gestion et dans le travail en équipe.

PVE414 1

G12 Capacité à communiquer et à avoir de bonnes relations interpersonnelles

PVE405 PVE507

2

G13 Conscience des enjeux économiques et environnementaux

PVE507 1

G14 Capacité à travailler dans un contexte intra et interculturel ou international

G14 1

G18 Engagement à préserver et valoriser l’identité et l’héritage culturels

- 0


africains

S2

Etre capable d’identifier les problèmes et de résoudre les problèmes de l’agriculture au jour le jour


9

S12 Favoriser l’usage durable de l’eau et d’autres ressources naturelles d’utilité agricole

- 0

S13

Habilité à comprendre et à travailler dans les affaires, les organisations et les communautés de gestion du secteur rural

PVE412 1

4.0 Innovation

G1 Capacité à concevoir, analyser et synthétiser


3



4

G6 Capacité à utiliser les technologies innovantes et appropriées

PVE408 1

G10 Capacité de réflexion créative et innovante


3



4

S10


PVE408 1

5.0 Compétences d’Organisation et de Communication

G7 Habilité à communiquer effectivement en langue officielle, nationale et locale


3


PVE507 PVE508

2

G11 Qualités de leader, compétences en gestion et dans le travail en équipe

PVE414 1

G12 Capacité à communiquer et relations interpersonnelles

PVE405 PVE507

2

G14 Habilité à travailler dans un contexte intra et interculturel ou international

G14 1

G15 Habilité à travailler de manière autonome

PVE508 PVE507

2


G17 Confiance en soi, compétence et esprit entrepreneurial

PVE414 PVE507

2

S3 Habilité à évaluer et à gérer les projets agricoles, ainsi que de ressortir l’estimation financière


3

S4 Posséder des compétences créatives et entrepreneuriales

PVE407 PVE412

2



4

S6 Etre capable de travailler dans n’importe quelle partie du monde

PVE505 1

S7


PVE408 1

S9

Habilité à penser indépendamment et capacité à travailler sous une supervision minimum dans le domaine de l’agriculture

PVE414 PVE508

2

S11 Habilité à connaitre, à conseiller et à développer les politiques et les réglementations agricoles

PVE408 1

S13

Habilité à comprendre et à travailler dans les affaires, les organisations et les communautés de gestion du secteur rural

PVE412 1

6.0 Capacités Techniques et Technologiques



4

G6 Capacité à utiliser les technologies innovantes et appropriées

PVE408 1


PVE507 PVE508

2

G10 Capacité de réflexion créative et innovante


3

G16 Capacité à examiner, évaluer et à améliorer la qualité

PVE413 1

S1 Avoir la connaissance et la compréhension de la production agricole et des sciences de base


9

S5 Etre capable d’élaborer, de planifier PVE408 4


et de conduire des recherches sur l’agriculture


S7


PVE408 1

S8 Habilité de développer les pratiques et les technologies durables pour la gestion des ressources naturelles

PVE410 1

S10


PVE408 1

S12 Favoriser l’usage durable de l’eau et d’autres ressources naturelles d’utilité agricole

- 0

S14 Habilité à identifier les pathogène associées aux élevages, cultures et leurs produits

PVE402 PVE403 PVE504 PVE409 PVE411 PVE502

6

S15 Habilité à améliorer la qualité et la propreté au sein de la chaine de production agricole

- 0

S16

Habilité à sélectionner et à gérer les machines, l’outillage agricole et équipement utilisés dans différents systèmes d’exploitation agricole

- 0

h) Description of the expected learning outcomes related to the competences. Niveau selon Bloom

Résultats d’Apprentissage « A la fin de la formation, l’étudiant est capable de : »

Mémoriser, se rappeler

1 Reconnaître les maladies causées par les différents agents phytopathogènes

1 Reconnaitre les insectes ravageurs des cultures et des stocks et leurs ennemis naturels

1 Identifier les lois qui régissent le transport du matériel végétal sur le plan national et international Comprendre les normes et conventions internationales en matière de protection des végétaux

1 Reconnaitre les maladies et les insectes des plantes forestières

Comprendre

2 Comprendre les systèmes de défense naturelle des plantes face aux attaques des agents phytopathogènes


2 Interpréter un document rédigé en anglais

Appliquer

3 Appliquer et proposer les bonnes pratiques d’application des pesticides

3 Administrer une exploitation agricole

3 Mettre en pratique la bonne gestion, le suivi et l’évaluation d’un projet agricole

Analyser

4 Manipuler les logiciels bioinformatiques pour la recherche biologique et moléculaire

4 Analyser des données statistiques et interpréter les résultats obtenus

4 Discriminer les maladies des plantes et des nématodes Appliquer des méthodes de lutte contre les maladies des plantes et les nématodes

Evaluer

5 Apprécier le marché agricole au regard des lois nationales et internationales

Créer

6 Rédiger correctement un document scientifique

6 Mener des recherches sur les biopesticides

6 Identifier et mettre en place les méthodes de lutte efficaces les adventices des cultures

6 Adapter les connaissances acquises en entreprise

6 Identifier les nuisibles en post-récolte Concevoir des techniques de lutte efficaces pour la gestion des nuisibles post récolte

6 Concevoir des méthodes de gestion efficaces contre les ennemis des cultures

6 Rédiger correctement en anglais

6 Intégrer les informations adéquates dans les différents domaines de la protection des végétaux

6 Construire une démarche de solution face à un problème posé

6 Créer un business en agriculture

i) Short description of the methodology of learning strategy for achieving the

competences. L’approche basée sur l’étudiant a été utilisée. La méthodologie du Tuning a été utilisée pour décrire les compétences, les résultats d’acquis visés et les activités d’apprentissage.


j) Structure of the programme: list of units/courses/modules.

Semestres Codes Unités d’enseignement

1

PVE401 Chimie de l’environnement

PVE402 Pathologie végétale

PVE403 Entomologie agricole

PVE404 Biostatistique

PVE405 Communication Scientifique

PVE406 Technique d’expression anglaise

PVE407 Droit foncier et Economie rurale

PVE408 Bioinformatique

2

PVE409 Diagnostic et méthodes de lutte contre les maladies des plantes

PVE410 Biopesticides : Recherche et techniques d’analyse

PVE411 Gestion des adventices des cultures

PVE412 Agri-business

PVE413 Suivi et évaluation de projets agricoles

PVE414 Immersion en entreprise

3

PVE501 Physiopathologie végétale

PVE502 Protection et conservation des denrées stockées

PVE503 Méthodes de lutte intégrées

PVE504 Nuisibles des essences forestières

PVE505 Lois, normes et conventions en matière de protection des végétaux

PVE506 Anglais de composition thématique

PVE507 Séminaire et sortie de terrain

4 PVE508 Stage

k) Short explanation of the consistency of the programme with the competences, the

expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme).

Il y a un bon alignement entre les compétences, les résultats d’acquis visés, les objectifs de l’enseignement, les activités d’apprentissage et même l’évaluation. l) Internal Quality Control/Enhancement: Le programme vérifié et validé au niveau de chaque UFR, puis de l’université et puis du Ministère de l’enseignement supérieur et de la recherche scientifique. Ce processus est en cours.


Nous avons au sein de notre université, une cellule d’assurance qualité, dont l’un des rôles est d’apporter un appui dans la mise en conformité des offres de formation. m) Other relevant aspects. RAS


3.1.5. Université Mohammed Premier, Oujda, Morocco

Key aspects Guidelines

A) Name of the new or revised programme

Master Spécialisé en Sciences Agroalimentaires et sécurité sanitaire des aliments (MSAA). Faculté des sciences, UMP-Oujda, Morocco.

B) Description of the degree profile of the new programme or a revised programme in terms of generic and/or subject-specific competences What will the graduate be able to know, do,and be after the successful completion of the programme? (The holder of the degree...will be able to...)

La formation Master Spécialisée en Sciences Agro-alimentaires et sécurité sanitaire des aliments (MSAA) vise l’acquisition des compétences en communication générale et interculturelle et des compétences scientifique fondamentales et techniques spécifiques aux secteurs agricole et Agroindustriel. Les étudiants ayant suivi avec succès ce programme auront développé : 1- des compétences génériques :

CG1 : Capacité à concevoir, analyser et synthétiser. CG2 : Capacité à traduire les connaissances acquises dans la

pratique CG3 : Capacité de décider de façon objective, et de résoudre

efficacement de problèmes CG4 : Capacité à utiliser les technologies innovantes et appropriées CG5 : Habilité à communiquer effectivement en langue officielle,

nationale et locale CG6 : Capacité à apprendre à apprendre et la capacité d’apprendre

tout au long de sa vie CG7 : Capacité à communiquer et relations interpersonnelles CG8 : Conscience des enjeux économiques et environnementaux CG9 : Capacité à examiner, évaluer et à améliorer la qualité

2- des compétences spécifiques liées aux secteurs d’agriculture d’agroalimentaire et sécurité sanitaire des aliments:

CS1 : Avoir la connaissance et la compréhension de la production agricole et des sciences de base.

CS2 : Etre capable d’identifier et de résoudre les problèmes de l’agriculture au jour le jour.

CS3 : Posséder des compétences créatives et entrepreneuriales. CS4 : Habilité de développer les pratiques et les technologies durables

pour la gestion des ressources naturelles. CS5 : Habilité à penser indépendamment et capacité à travailler sous

une supervision minimum dans le domaine de l’agriculture. CS6 : Favoriser l’usage durable de l’eau et d’autres ressources

naturelles d’utilité agricole. CS7 : Habiliter à comprendre et à travailler dans les affaires, les

organisations et les organisations et les communautés de gestion du secteur rural.

CS8 : Habilité à identifier maladies et, pathogènes des récoltes, associés aux végétaux, animaux et leurs produits.

CS9 : Habilité à améliorer la qualité et la sécurité sanitaire au sein de la chaine de production alimentaire

C) Definition of the length and level of the proposal of Programme How long is the programme? At which level is the programme?

Le cycle Master s’étale sur deux années subdivisées en quatre semestres, comprenant chacun 16 semaines d’enseignements et d’évaluation. (Voir Tableau 1 en annexe ) - cette formation du cycle master est sanctionnée par un diplôme de Master Spécialisée en Agroalimentaire. - les lauréats du master peuvent intégrer le milieu


To which degree leads the programme?

socioéconomique et ils ont également la possibilité de continuer leurs formations dans un cycle de formation Doctorale.

D) Identification of the future fields, sectors of employment / occupation of graduates Where will the graduates work in the future?

Les lauréats du master MSAA peuvent être embauchés par :

le secteur public Gouvernementale d’agro-industrie et sécurité sanitaire des aliments (secteurs de Production primaire, transformation Secondaire, laboratoires de contrôle et de répression des fraudes (LOARC, ONSSA, EACCE), centres publics de recherche développement en Agriculture et en agro-industrie INRA)

LOARC = labo Officiel d’analyse et de recherche ONSSA =Office national de sécurité. Sanitaire. des Aliments EACCE =Etablissement autonome de contrôle et coordination des exportations agricoles INRA = Institut national de recherche Agronomique

Des entreprises privées: Industries de transformation agroalimentaires (IAA) et structures de grandes distributions, organismes interprofessionnels, laboratoires d'analyses (structure propre d’unité IAA en recherche développement de produits alimentaires)

Certains lauréats s’orientent vers l’auto-emploi et vers la tentative de création de petite entreprise.

E) Check-up of the link of the competences with the agreed meta-profile : Are all components of the meta-profile or only the core of the meta-profile included in the description of the profile?

Comparaison au Met profil « Agriculture Tuning Africa » Toutes les compétences, du méta profil « Agriculture Tuning Africa » ne sont pas couvertes par le profil du master MSAA. Les compétences développées par le programme du Master MSAA et qui coïncides avec ceux du meta-profil agriculture Tuning Africa sont les suivantes

(Voir tableau 2 en annexe)

F) Definition of the competences (Specify regarding the new or revised programme) What do you mean when you speak about competence a, b, c...? How does my university describe the

Définition des compétences développées dans le programme Master Agroalimentaire et sécurité sanitaire des aliments : A-Compétences Génériques (Définitions)

CG1 : Capacité à concevoir, analyser et synthétiser. = Rechercher les informations et Identifier les éléments d’une situation pour en dégager sous forme d’une synthèse les principaux faits et résultats

CG2 : Capacité à traduire les connaissances acquises dans la pratique = Habilité à mobiliser les connaissances acquises pour être opérationnel dans la réalisation d’une tache ou d’un projet

CG3 : Capacité de décider de façon objective, et de résoudre efficacement de problèmes

= Prendre des initiatives face des situations problématiques ou des imprévues

CG4 : Capacité à utiliser les technologies innovantes et appropriées = S’adapter aux évolutions technologiques et adopter les outils de travail innovants et adéquats

CG5 : Habilité à communiquer effectivement en langue officielle, nationale et locale

= Prêter attention et s’adapter au discours de son interlocuteur et reformuler clairement les idées exprimés.


CG6 : Capacité à apprendre à apprendre et la capacité d’apprendre tout au long de sa vie

= S’inscrire dans l’esprit d’une formation continue afin de se maintenir à niveau selon les besoins de son travail

CG7 : Capacité à communiquer et relations interpersonnelles = S’exprimer clairement, partager et transmettre l’information à l’échelle interprofessionnelle en réagissant adroitement aux conflits interpersonnels

CG8 : Conscience des enjeux économiques et environnementaux = Agir en toute circonstances dans l’intérêt socioéconomique environnementale et dans le respect du bien public

CG9 : Capacité à examiner, évaluer et à améliorer la qualité = Faire preuve d’un esprit entreprenant et innovant en faveur d’une amélioration continue de la qualité de son travail.

B Compétences spécifiques (Définitions) CS1 : Avoir la connaissance et la compréhension de la production

agricole et des sciences de base. = Ayant acquis les bases fondamentales de la production agricole

CS2 : Etre capable d’identifier et de résoudre les problèmes de l’agriculture au jour le jour. = Professionnalisme et conscience vis-à-vis des enjeux liés à la production agricole et leurs conséquences socioéconomiques.

CS3 : Posséder des compétences créatives et entrepreneuriales. = Recherche d’idées innovantes et créatives avec un Esprit entrepreneurial

CS4 : Habilité de développer les pratiques et les technologies durables pour la gestion des ressources naturelles. = Concilier entre le besoin d’un développement socio- économique et la préservation des ressources naturelles

CS5 : Habilité à penser indépendamment et capacité à travailler sous une supervision minimum dans le domaine de l’agriculture. = autonomie et esprit d’initiative pour répondre aux défis quotidiens du secteur agricole.

CS6 : Favoriser l’usage durable de l’eau et d’autres ressources naturelles d’utilité agricole. = Gestion durable des ressources naturelles (particulièrement ressource en eau) pour répondre aux besoins du présent sans compromettre la capacité des générations futures

CS7 : Habiliter à comprendre et à travailler dans les affaires, les organisations et les communautés de gestion du secteur rural. = mettre en place une démarche en faveur développement socioéconomique durable du secteur agricole en milieu rurale

CS8 : Habilité à identifier maladies et, pathogènes des récoltes, associés aux végétaux, animaux et leurs produits =.Observation et analyses des symptômes des maladies et ravageurs des récoltes en vue d’une remédiation.

CS9 : Habilité à améliorer la qualité et la sécurité sanitaire au sein de la chaine de production alimentaire = Adopter la démarche qualité en termes de bonnes pratiques de productions Agricoles de transformation, de conditionnement et de conservation des denrées alimentaires


G) List of the different aspects Competences for this particular programme?

En général, les compétences développées par le profil du Master MSAA revisé (Revised master MASAA Degree Profil) coïncident avec ceux du Meta-profil Tuning Africa (Voir Tableau 2 Et tableau 3 en Annexe)

H) Specification of the level of the competences described in the new or revised degree profile in each component of the programme (it may vary between the competences) Which is the expected level of achievement of the competences?

Les étudiants ayant suivi avec succès ce programme MASTER sciences agroalimentaire (MSAA) auront des compétences. qui s’articulent autour de: l’aptitude à communiquer et de travailler en équipe avec une confiance

en soi, compétence et esprit entrepreneurial l’habilité à mettre en pratique les connaissances acquises, donc

l’aptitude à mettre en œuvre une méthodologie adaptée, des connaissances et des compétences pluridisciplinaires pour la résolution de problème spécifique liée à une activité du secteur agroindustriel.

l’aptitude à manager des projets de manière responsable et à proposer des actions durables d’amélioration.

En outre, ces lauréats auront développés des compétences techniques

qui se déclinent comme suit : •en production agricole : organiser une production industrielle,

comprendre les interactions entre les produits et les procédés, optimiser l’outil de production, mesurer et maîtriser les coûts, minimiser les déchets ;

•en qualité et sécurité sanitaire des aliments : construire et améliorer un système qualité, mettre en place l’HACCP, contribuer à une démarche de certification (ISO 22000, ISO 9001, IFS, BRC…), participer à des audits, former le personnel à l’hygiène, mettre en place la traçabilité ;

•en qualité sécurité environnement : optimiser la gestion des déchets et valoriser les ‘co-produits’ , contribuer à une démarche de certification ISO 14001, élaborer et améliorer un système de management environnemental,

•en management global : implémenter les « Bonnes Pratiques BPH, BPF », en industrie agroalimentaire.

I) Description of the expected learning outcomes related to the competencies Which learning outcomes do you want to achieve?

- Pour chaque module les acquis d’apprentissage (RAVs) ont été révisés et définis selon les taxonomies pédagogiques en utilisant des verbes d’actions et classé selon un degré de complexité croissant (Voir Exemple Tableau 3 en annexe) -Parfois plusieurs RAVs sont liées à une même compétence (Voir également tableau 3 de correspondance entre les compétences du profil Master MSAA et les acquis d’apprentissage de chaque module). - Les acquis d’apprentissage sont parfois difficilement mesurables. Le tableau 4 en annexe montre l’alignement pédagogique entre les objectifs d’apprentissage les activités Pédagogiques et les modalités d’évaluation de chaque module -En principe, ceci permettrait aux lauréats d’acquérir les compétences visées par ce programme de formation master MSAA

J) Description of the methodology of learning strategy for achieving the competencies

La méthodologie et la stratégie d'apprentissage pour atteindre les compétences se base sur : 1. les méthodes classiques :

Cours Magistraux, Travaux dirigés et travaux pratiques sont utilisés par la quasi-totalité de l’équipe UMP-Oujda


How do you manage to make sure that the students reach the competencies?

2. des activités pratiques par petit groupe de 4 étudiants et spécifiques à la formation agroalimentaire

a) Analyse d’articles, recherches bibliographiques par thème avec présentations orales des conclusions,

b) Visites de fermes, Visites d’entreprises, de foires et de salons d’agricultures : Selon le type d’activité agricole ou agroindustrielle les étudiants sont préparées à la visité encadrées lors de la visite et doivent faire un rapport de visite par groupe de 5 étudiants)

c)Travail en Groupe/ Atelier Agro-industrie de simulation de création d’entreprise avec présentations orales des résultats

d) Organisation de Journées scientifiques avec des intervenants externes du secteur agro-industriel

e) Projet personnel tutoré g) Stage en entreprises

Voir tableau 4 en annexe montrant l’alignement pédagogique

K) Specification of the units of the programme (courses, and modules) How is the programme composed and sequenced?

Structure et Composition du programme du Master MSAA : La filière du cycle Master MSAA s’étale sur deux années et comporte quatre semestres :

- Deux premiers semestres d’études fondamentales en relation avec l’agriculture, l’agroalimentaire, et sécurité sanitaire des aliments.

- le troisième semestre de spécialisation et de professionnalisation en termes de normes, gestion et transformation des denrées aliments

- Le quatrième semestre est réservé à un stage de fin d’études et d’application des connaissances sur le plan Pratique.

le cycle Master comporte 24 modules, stage compris, répartis en trois blocs de modules : (Voir tableau 1 en annexe) Conformément au cahier des normes pédagogiques nationales (CNPN) du Master (CNPN du Master, Ministère de l’Enseignement Supérieur, 2014), Le volume horaire global de la filière, hors stage, est de 900h d’enseignement et d’évaluation dont 720h minimum en présentiel. Chaque semestre est constitué de 6 modules avec un volume horaire global de 300H d’enseignement et d’évaluation, dont 240h minimum en présentiel NB : dans le volume horaire des modules, on ne tient pas compte de la charge de travail de l’étudiant

L) Check-up of the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme) Are all the learning outcomes included in the programme? Are all the units related to one or more learning outcomes?

La correspondance entre les RAVs (LOCs) de chaque module et les compétences du profil Master MSAA sont bien illustrés sur les tableaux 2 et 3 en Annexe. Certains modules ont des RAVs complémentaires et contribuent à l’acquisition des mêmes compétences Voir tableaux 1, 2 3 et 4 en annexe


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TABLEAU 1 : ARTICULATION DE LA FILIÈRE AVEC LES FORMATIONS DISPENSÉES AU NIVEAU DE L’UNIVERSITÉ (Passerelles entre la filière et les autres filières de l’établissement et au niveau de l’université, Articulation de la filière avec la licence ….)

Licence. SVI, Licence. Professionnelle IAA Autres formations de niveau jugé équivalent Licence (Bac +3) et compatible (ex : Licence option Biologie Chimie)

Etranger ; Professionnel ou Candidat de Formation agronomique de niveau jugé équivalent et répondant aux prérequis du master MSAA (20% de l’effectif des étudiants régulier) Candidats disponibles et jugés capables de suivre cette formation MSAA

Master agroalimentaire

(MSAA)

S1 S11 : Outil 1 *LC- Anglais

S12 : Outil 2 *LC-Communication-Professionnelle en Français :

S13 : Majeur1 * Statistiques et Analyse des Données

S14 : Majeur2 Microbiologie Alimentaire

S15 : Majeur3 Nutrition Humaine

S16 : Majeur4 Toxicologie alimentaire &Toxi-Infection

S2 S21 : Majeur5 Filières.de Production-Végétales

S22 : Majeur 6 Filières.de Production-Animales

S23 : Majeur 7 Sécurité Sanitaire des Aliments contrôle et analyses des aliments

S24 : Majeur 8 *Economie & Gestion d’Entreprise

S25 : Majeur9 Biochimie Ides produits Alimentaires

S26 : Majeur10 Analyses Physico-Chimiques des Aliments

Stage initiation et ouverture sur l’entreprise

S3 S31 : Majeur 11 Technologie Alimentaire

S32 : Majeur 12 Procédés Unitaires & process IAA

S34 : Majeur 13 Poste récolte Logistique &transport des denrées alimentaires

S35Majeur 14 Gestion des sous-produits et des déchets d’industrie Agroalimentaire

S36Majeur 15 Qualité-Organoleptiques des aliments, Normes & démarche Qualité

S36Majeur 16 Séminaires d’ouverture, Visite Entreprises & évaluation de stage initiation

S40 Stage de fin d’études (SFE) Equivalent de 6 modules, soit 25% du vol horaire total

Stage (SFE) Pratique dans un Laboratoire et /ou au niveau d’Entreprise du secteur Agroalimentaire IAA : Industrie Agro-alimentaire, * : modules en commun avec d’autres formations Master.


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Tableau 2 : Croisement entre Compétences et Modules du Master sciences agroalimentaires et securité sanitaire des aliments (MSAA)

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CG1 : Capacité à concevoir, analyser et synthétiser. √ √

CG2 : Capacité à traduire les connaissances acquises dans la pratique √ √ √ √ √ √ √ √ √ √ √ √

CG3 : Capacité de décision objective et de résoudre efficacement de problèmes √ √ √ √ √

CG4 : Capacité à utiliser les technologies innovantes et appropriées √ √ √

CG5 : Habilité à communiquer en langue officielle, nationale et locale √ √ √

CG6 : Capacité à apprendre à apprendre et d’apprendre tout au long de sa vie √ √ √ √ √ √

CG7 : Capacité à communiquer et relations interpersonnelles √ √ √ √

CG8 : Conscience des enjeux économiques et environnementaux √ √ √ √ √

CG9 : Capacité à examiner, évaluer et à améliorer la qualité √

CS1: Avoir la connaissance et la compréhension de la production agricole et des sciences de base.

√ √ √

CS2: Capacité d’identifier et de résoudre les problèmes de l’agriculture √ √ √

CS4 : Posséder des compétences créatives et entrepreneuriales √ √

CS5 : Habilité de développer les pratiques et les technologies durables pour la gestion des ressources naturelles.

√ √ √

CS6 : Habilité à penser indépendamment et capacité à travailler sous une supervision minimum dans le domaine de l’agriculture

√


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CS8 : Favoriser l’usage durable de l’eau et de ressources naturelles d’utilité agricole √

CS9 : Habiliter à comprendre et à travailler dans les affaires, les organisations et les organisations et les communautés de gestion du secteur rural.

√ √ √ √ √ √ √

CS10 : Habilité à identifier maladies et, pathogènes des récoltes, associés aux végétaux, animaux et leurs produits.

√ √ √


√ √ √ √ √ √ √ √


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Tableau 3 : description des RAVs (LOCs) et correspondance avec les competences

Module Compétences du profil Master MSAA Objectif d’apprentissage

S11 : Langue et communication

Module : Anglais

CG5 : Habilité à communiquer en langue officielle, nationale et locale

CG7 : Capacité à communiquer et relations interpersonnelles

RAV1 : To demonstrate effective written communication skills in Food Sciences

RAV 2 : To show effective oral communication skills and speak clearly, effectively and appropriately in a public forum

RAV3 : To develop ability to read and to expose research results;

S12- Langue et communication Module : Français

RAV 1 : Ecrire et communiquer en Français scientifique RAV2: Exposer des résultats et défendre un argumentaire RAV3: Animer une réunion et diriger une équipe

S13- Statistiques et analyses des données

CG1 : Capacité à concevoir, analyser et synthétiser.

RAV1 : Définir les concepts statistiques fondamentaux et certaines de leurs applications de base en sciences Agro-alimentaire

RAV 2 : Clarifier les concepts de base de la probabilité et variables aléatoires RAV3 : Pratiquer le concept de la distribution d'échantillonnage d'une

statistique, et en particulier, décrire le comportement de la moyenne de l'échantillon;

RAV4 : Expliquer efficacement les résultats de l'analyse statistique

S14- Microbiologie. Alimentaire

CG2 : Capacité à traduire les connaissances acquises dans la pratique

CG3 : Capacité de décision objective et de résoudre efficacement de problèmes


RAV1 : Lister les microorganismes d’intérêts et de détérioration des aliments RAV2 : Enumérer les nouvelles technologies basées sur les microorganismes d’intérêts pour la fabrication et la conservation des aliments RAV3 : Appliquer les référentiels et normes microbiologiques spécifiques du secteur agroalimentaire RAV4 : Proposer les techniques microbiologiques pour le contrôle de la qualité et sécurité sanitaire des aliments.

S15- Nutriments et Nutrition Humaine


CG6 : Capacité à apprendre à apprendre et d’apprendre tout au long de sa vie


RAV1 : Rappeler les bases de la nutrition humaine et la qualité nutritionnelle des aliments RAV2 : Expliquer les mécanismes de la digestion et nutrition humaine RAV3 : Distinguer les carences et allergies alimentaires


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S16- Toxicologie Alimentaire




RAV1 : Définir les concepts de la toxicologie alimentaire. RAV2 : Déterminer les principaux contaminants des denrées alimentaires RAV3 : Distinguer les intérêts et risques liés aux additifs et nouveaux ingrédients

S21- Production Végétale



CG8 : Conscience des enjeux économiques et environnementaux


CS2: Capacité d’identifier et de résoudre les problèmes de l’agriculture


CS8 : Favoriser l’usage durable de l’eau et de ressources naturelles d’utilité agricole


CS10 : Habilité à identifier maladies et, pathogènes des récoltes, associés aux végétaux, animaux et leurs produits

RAV1 : Décrire les différentes phases de la conduite d’une culture Agricole. RAV2 : Expliquer l’organisation des principales filières végétales depuis la production jusqu’au consommateur et situer la place de l’entreprise agro-alimentaire au sein de la filière RAV3 : Examiner la dimension liée à l'agro écologie, gestion de l’eau et à la durabilité des agro-systèmes RAV4 : Evaluer les intérêts et risques liés aux utilisations des produits phytosanitaires

S22- Production Animale

RAV1 : Décrire l’organisation des principales filières animales depuis la production jusqu’au consommateur RAV2 : Définir les notions de bases de la production animale en mode intensif et extensif RAV3 : Montrer les principes de base pour la formulation d’aliments de bétail


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S23-Sécurité Sanitaire des Aliments


CS10 : Habilité à identifier maladies et, pathogènes des récoltes, associés aux végétaux, animaux et leurs produits


RAV1 : Identifier les différents types de contaminants des aliments : Biologiques, chimiques et physiques. RAV2 : Expliquer l’incidence et les causes de la contamination des aliments RAV3: Cibler les méthodes de contrôle pour chaque type de contaminations des aliments RAV4 : Appliquer les bonnes pratiques d’hygiène pour la sécurité sanitaire des aliments

S24 : Agro-économie




RAV1 : Lister les typologies, les rôles et les finalités de l’entreprise RAV 2 : Décrire les différents rôles et modes organisationnels de la fonction ressources humaines dans l’entreprise RAV3 : Élaborer les principes de la stratégie de marketing centré sur les concepts entourant la commercialisation réussie, la tarification, la distribution, la promotion et la satisfaction des clients des produits alimentaires RAV4 : Communiquer et présenter des propositions qui traitent des questions financières et commerciales RAV5 : Elaborer son propre plan d’affaire.

S25 : Biochimie alimentaire



RAV1 : Identifier et Distinguer les constituants chimiques majeurs des principales denrées alimentaires RAV 2 : Travailler en équipe sur des documents d’analyse de compositions chimiques des denrées alimentaires et leurs dérivées

S26-Analyses Physico chimique des aliments

CG1 : Capacité à concevoir, analyser et synthétiser. CG2 : Capacité à traduire les connaissances acquises dans

la pratique CS11 : Habilité à améliorer la qualité et la sécurité sanitaire

au sein de la chaine de production alimentaire

RAV1 : Expliquer les principales méthodes d’analyse physico-chimiques des aliments ainsi que les causes et risques d’altérations des denrées alimentaires. RAV2 : Préparer des protocoles, conduire des expériences et des analyses des aliments, selon les bases de la réglementation et normes dans le secteur d’agroalimentaire RAV3: Analyser, interpréter et présenter les résultats.


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S31 Technologie IAA


CG4 : Capacité à utiliser les technologies innovantes et appropriées

CS4 : Posséder des compétences créatives et entrepreneuriales

RAV1 : Connaitre les bases des procédés et technologies de transformation des principaux secteurs de l’agro-industrie RAV2 : Apprendre à mobiliser ses connaissances de base et savoir-faire propres, à son activité dans une filière agroindustriel

S32 Operations Unitaires & Procédés de Transformation. des Aliments



RAV1 : Enumérer les différentes familles d’Operations unitaires et comprendre les principes de bases des procédés agroindustriels RAV2 : Décoder le concept d’enchainement des opérations unitaires dans un procédé industriel à l'aide de modèles simples

S33 Post récolte logistique et Transport



CG5 : Habilité à communiquer en langue officielle, nationale et locale



CS9 : Habiliter à comprendre et à travailler dans les affaires, les organisations et les organisations et les communautés de gestion du secteur rural

RAV1: Distinguer les différentes pratiques courantes en post récolte et les principaux facteurs influençant l’entreposage des denrées alimentaires RAV2 : Gérer la traçabilité et Organiser la logistique en termes de « Supply chain », au sein d’une entreprise du secteur agroindustriel


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S34 Gestion des Sous-produits



CS2: Capacité d’identifier et de résoudre les problèmes de l’agriculture



RAV1: Prédire les sous-produits des principales filières de transformation des denrées alimentaires RAV2: Connaître les techniques de prévention ou de remédiation en matière d'environnement ainsi que leurs modalités de mise en œuvre, et les exploiter en situation professionnelle RAV3: Faire preuve d’initiative en termes de valorisations des sous-produits et de responsabilité en termes de Qualité/ Sécurité/ Environnement

S35 Qualité Normes Outils & Démarche Qualité


CG9 : Capacité à examiner, évaluer et à améliorer la qualité CS11 : Habilité à améliorer la qualité et la sécurité sanitaire

au sein de la chaine de production alimentaire

RAV1: Connaitre et identifier les référentiels et normes de qualité du secteur agroindustriel RAV2: Etablir et mettre en place les normes de base de la qualité dans le secteur agroindustriel (Ex : démarche HACCP )

S36-Séminaires d’Ouverture et Stage d’initiation



CG7 : Capacité à communiquer et relations interpersonnelles

CS4 : Posséder des compétences créatives et entrepreneuriales

CS6 : Habilité à penser indépendamment et capacité à travailler sous une supervision minimum dans le domaine de l’agriculture



RAV1: Découvrir le milieu professionnel du secteur agroindustriel et apprendre à travailler en équipe pluridisciplinaire dans une entreprise RAV2: Identifier les métiers d’intérêt, les débouchés et être opérationnel dans une démarche de recherche de stage de fin d’études RAV3: : Rédiger, exposer des résultats et défendre un argumentaire

Stage pratique SFE

RAV1 : Acquérir de nouvelles compétences liées à l’expérience du terrain, favorisant l’employabilité. RAV2: Participer à l’exercice et la mise en place des bonnes pratiques de fabrication, d’hygiène et de sécurité sanitaire des aliments RAV3: Développer l’esprit d’entreprenariat et de recherche développement


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Tableau 4 : Alignement pédagogique entre les Objectifs d’apprentissage les Activités Pédagogiques et les Modalités d’évaluation des modules

Module Objectif d’apprentissage Activités d’Enseignement et apprentissage Modalités d’évaluation

S11 : LC – Anglais

RAV1 : To demonstrate effective written communication skills in Food Sciences

Lecture

QCM and final exam

RAV 2 : To show effective oral communication skills and speak clearly, effectively and appropriately in a public forum

Assisted oral presentation, Debate on specific topics Communication face to face in small groups Tutorials (Small groups)

Oral presentation

RAV3 : To develop ability to read and write research papers and to expose research results;

Writing essays and small project Oral presentation

S12- LC-Français

RAV 1 : Ecrire et communiquer en Français scientifique Cours, Examen final

RAV2: Exposer des résultats et défendre un argumentaire Présentations Orales, Débat et jeux de rôles (simulation de réunion)

Control continu et Présentations Orales RAV3: Animer une réunion et diriger une équipe

S13- Statistiques et analyses des données

RAV1 : Définir les concepts statistiques fondamentaux et certaines de leurs applications de base en sciences Agro-alimentaire

Cours magistral,

Examen Final QCM

RAV 2 : Clarifier les concepts de base de la probabilité et variables aléatoires

Cours magistral, Travaux dirigés

Contrôle continu en fin de chapitre

RAV3 : Pratiquer le concept de la distribution d'échantillonnage d'une statistique, et en particulier, décrire le comportement de la moyenne de l'échantillon;

Cours magistral, Travaux dirigés : Illustrer graphiquement et interpréter les informations contenues dans les ensembles de données


RAV4 : Expliquer efficacement les résultats de l'analyse statistique

Travaux dirigés : Etudes de cas Travaux pratiques : Valider le logiciel statistique approprié pour l'analyse des données

Compte rendus Exposé oral par petits groupes

S14- Microbio. Alim

RAV1 : Lister les microorganismes d’intérêts et de détérioration des aliments

Cours magistral, Travaux Dirigés Travaux pratiques

Contrôle continu Examen final du module Compte rendu des TP Mini projet sur études de cas et présentations orales par petits groupes. Rapports de visites

RAV2 : Enumérer les nouvelles technologies basées sur les microorganismes d’intérêts pour la fabrication et la conservation des aliments

RAV3 : Appliquer les référentiels et normes microbiologiques spécifiques du secteur agroalimentaire

Cours magistral, Travaux Dirigés : (études de Cas) Visite d’unité industrielle utilisant des RAV4 : Proposer les techniques microbiologiques pour le


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contrôle de la qualité et sécurité sanitaire des aliments. microorganismes Visite de laboratoire de control qualité

S15- Nutriments et Nutrition Humaine

RAV1 : Rappeler les bases de la nutrition humaine et la qualité nutritionnelle d’un aliment

Cours magistral, Travaux Dirigés Travaux pratiques Projection de films Enquête sur les carences et allergies alimentaires

Contrôle continu (QCM) Compte rendu des TP Rapport et présentation orale des résultats d’enquêtes Examen final du module

RAV2 : Expliquer les mécanismes de la digestion et de la nutrition humaine

RAV3 : Distinguer les carences et allergies alimentaires

S16- Toxicologie Alimentaire

RAV1 : Définir les concepts de la toxicologie alimentaire. Cours magistral, Travaux Dirigés Travaux pratiques

Contrôle continu Compte rendu des TP Examen final du module

RAV2 : Déterminer les principaux contaminants des denrées alimentaires

RAV3 : Distinguer les intérêts et risques liés aux additifs et nouveaux ingrédients

S21- Production Végétale

RAV1 : Décrire les différentes phases de la conduite d’une culture Agricole.

Cours magistral

Contrôle continu en fin chapitre

RAV2 : Expliquer l’organisation des principales filières végétales depuis la production jusqu’au consommateur et situer la place de l’entreprise agro-alimentaire au sein de la filière

-Cours magistral -Projection de films et débat -Travail par petits groupes -Visite de fermes Agricoles et d’unité d’emballage et conditionnement des agrumes

Examen final Rapport de visite Présentation orale sur différentes filières agricoles. RAV3 : Examiner la dimension liée à l'agro écologie, gestion

de l’eau et à la durabilité des agro-systèmes -Projection de films et débat - Visite de ferme Agricole avec système d’irrigation goutte à goutte

RAV4 : Evaluer les intérêts et risques liés aux utilisations des produits phytosanitaires

Cours magistral Analyse d’article

Examen final Présentation orale

S22- Production Animale

RAV1 : Décrire l’organisation des principales filières animales depuis la production jusqu’au consommateur

Cours magistral

-Contrôle continu en fin chapitre

RAV2 : Définir les notions de bases de la production animale en mode intensif et extensif

-Cours magistral -Visite de ferme de production de volailles

-Contrôle continu en fin chapitre -Rapport de visite

RAV3 : Montrer les principes de base pour la formulation d’aliments de bétail

-Cours magistral -TD : Simulation sur Logiciel spécifique pour formulation d’aliment composée pour bétail

-Contrôle continu (QCM) -Evaluation lors de la simulation en formulation d’aliments de bétail


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S23-Sécurité Sanitaire des Aliments

RAV1 : Identifier les différents types de contaminants des aliments : Biologiques, chimiques et physiques.

- Cours magistral - TD : analyse d’articles - Débat et activités de simulation sur les bonnes pratiques d’hygiène et sécurité sanitaire des aliments

- Contrôle continu (QCM) - Présentation orale thématique par petits groupes - Examen Final

RAV2 : Expliquer l’incidence et les causes de la contamination des aliments

RAV3: Cibler les méthodes de contrôle pour chaque type de contaminations des aliments

RAV4 : Appliquer les bonnes pratiques d’hygiène pour la sécurité sanitaire des aliments

S24 : Agroéconomie

RAV1 : Lister les typologies, les rôles et les finalités de l’entreprise

Cours magistral,


RAV 2 : Décrire les différents rôles et modes organisationnels de la fonction ressources humaines dans l’entreprise

Cours magistral, Travaux dirigées


RAV3 : Élaborer les principes de la stratégie de marketing centré sur les concepts entourant la commercialisation réussie, la tarification, la distribution, la promotion et la satisfaction des clients des produits alimentaires

Cours magistral Travaux dirigées (Etudes de cas)

Contrôle en fin de chapitre Exposé oral par petit groupe d’études de cas

RAV4 : Communiquer et présenter des propositions qui traitent des questions financières et commerciales

RAV5 : Elaborer son propre plan d’affaire. Cours et Travaux pratiques Compte rendu Individuel sur le business plan

S25 : Biochimie alimentaire

RAV1 : Identifier et Distinguer les constituants chimiques majeurs des principales denrées alimentaires

Cours magistral, Travaux dirigées Travaux pratiques Visite d’unités industrielles Journées scientifiques

Examen en fin du cours Compte rendus et examen en fin des TP Rapport de visite Présentations orales

RAV 2 : Travailler en équipe sur des documents d’analyse de compositions chimiques des denrées alimentaires et leurs dérivées

Travaux dirigées : Etudes de cas : Travaux pratiques : analyses des résultats

Rapport et présentation orale par petits groupes Compte rendu

S26-Analyses Physico chimique des aliments

RAV1 : Expliquer les principales méthodes d’analyse physico-chimiques des aliments ainsi que les causes et risques d’altérations des denrées alimentaires.

Cours magistral, Travaux dirigées

- Contrôle continue et quiz de chapitre - Compte rendu des TP - Examen Final RAV2 : Préparer des protocoles, conduire des expériences - Travaux pratiques


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et des analyses des aliments, selon les bases de la réglementation et normes dans le secteur d’agroalimentaire

- Projection de film documentaire sur les bonnes pratiques de laboratoire.

RAV3: Analyser, interpréter et présenter les résultats. - Travaux pratiques - Travaux dirigées

S31 Technologie IAA

RAV1 : Connaitre les bases des procédés et technologies de transformation des principaux secteurs de l’agro-industrie

Cours magistral, Travaux dirigées Visite d’unités de transformation des aliments Visualisation de films documentaires et débat

Control continu (QCM) Examen de fin de module Rapport de visite

RAV2 : Apprendre à mobiliser ses connaissances de base et savoir-faire propres, à son activité dans une filière agroindustriel

S32 Operations Unitaires & Procédés de Transformation. des Aliments

RAV1 : Enumérer les différentes familles d’Operations unitaires et comprendre les principes de bases des procédés agroindustriels

Cours magistral, Travaux dirigées Visite d’unités de transformation de denrées alimentaires Visualisation de films documentaires et débat

Control continu (QCM) Examen de fin de module Rapport de visite

RAV2 : Décoder le concept d’enchainement des opérations unitaires dans un procédé industriel à l'aide de modèles simples

S33 Post récolte logistique et Transport

RAV1: Distinguer les différentes pratiques courantes en post récolte et les principaux facteurs influençant l’entreposage des denrées alimentaires

- Cours Magistral, - Travaux dirigées et études de cas - Activités pratiques

Visites et Intervention de professionnels de la grande distribution et de gestionnaires d’unités de stockage et conditionnement des fruits et légumes

- Examen écrit de fin de module - Rapport de visites - Mini projet et Présentation orale par petit s groupes

RAV2 : Gérer la traçabilité et Organiser la logistique en termes de « Supply chain », au sein d’une entreprise du secteur agroindustriel

S34 Gestion des Sous-produits

RAV1: Prédire les sous-produits des principales filières de transformation des denrées alimentaires

- Cours Magistral, - Travaux dirigés (études de cas : filières agroindustriels) - Activité pratiques : Visites d’unité de valorisation : - Station de biogaz au niveau de la décharge

public - Station de traitement des eaux usées pour

arrosage d’espaces verts.

-Examen écrit de fin de module -Rapport de visites -Présentation orale d'un travail par petit s groupes

RAV2: Connaître les techniques de prévention ou de remédiation en matière d'environnement ainsi que leurs modalités de mise en œuvre, et les exploiter en situation professionnelle

RAV3: Faire preuve d’initiative en termes de valorisations des sous-produits et de responsabilité en termes de Qualité/ Sécurité/ Environnement

S35 Qualité Normes Outils

RAV1: Connaitre et identifier les référentiels et normes de qualité du secteur agroindustriel

-Cours magistral -Analyse d’articles

- Examen écrit de fin de module


98

& Démarche Qualité

RAV2: Etablir et mettre en place les normes de base de la qualité dans le secteur agroindustriel (Ex : démarche HACCP )

-Activité pratique par petit groupe : - Simulation sur ordinateur de la gestion de la

qualité dans une entreprise fictive du secteur agroindustriel

- Rapport de mini projet et Présentation orale d'un travail de petit groupe sur la gestion de la qualité dans une entreprise virtuelle

S36-Séminaires d’Ouverture et Stage d’initiation

RAV1: Découvrir le milieu professionnel du secteur agroindustriel et apprendre à travailler en équipe pluridisciplinaire dans une entreprise

-Organisation de séminaire et journée d’études animés par des professionnels du secteur agro industriel - Stage d’initiation ( 4à 6 semaines) et de découverte du milieu agro-industriel

- Compte rendue par petit groupe sur chaque thème des séminaires - Soutenance devant un jury du rapport de stage d’initiation.

RAV2: Identifier les métiers d’intérêt, les débouchés et être opérationnel dans une démarche de recherche de stage de fin d’études

RAV3: : Rédiger, exposer des résultats et défendre un argumentaire

Stage pratique SFE

RAV1 : Acquérir de nouvelles compétences liées à l’expérience du terrain, favorisant l’employabilité.

Formation par la pratique : - Encadrement pédagogique par un professeur - Encadrement technique par un professionnel en entreprise

- Mémoire de stage de fin d’études SFE - Soutenance et présentation des résultats du SFE devant un jury

RAV2: Participer à l’exercice et la mise en place des bonnes pratiques de fabrication, d’hygiène et de sécurité sanitaire des aliments

RAV3: Développer l’esprit d’entreprenariat et de recherche développement


99

3.1.6. Uniersité de Dschang Name of revised program: BSc in Agriculture (Licence professionnelle ou Ingénieur des Travaux Agricoles (A’levels + 3 years) in the Faculty of Agronomy and Agricultural Sciences, University of Dschang, Cameroon. Social Need of the revised program: Agriculture is the mainstay of the economy of Cameroon employing 70 percent of its workforce, while providing 42 percent of its GDP and 30 percent of its export revenue. A sound education in Agriculture is thus indispensable for feeding the population and foreign currency earnings. A well designed program in agriculture will target environmentally friendly approaches which will contribute to a healthy population and to the sustainability of production. Well trained graduates will have the opportunity to get jobs easily and will be apt to create jobs and be self employed. Description of the degree profile of the revised program: It is a 3-year program. Students with Advanced level certificates are admitted through a competitive examination. There are 5 specialization options in the program. The holder of the degree will be able to master Rural Economics and Sociology or Crop production or Animal production or Agricultural Engineer or Forestry. Generally as regards generic competences, the program will contribute to the graduate’s:

- G11 leadership, management and teamwork skills, - G1 ability for conceptual thinking, analysis and synthesis, - G4 ability to translate knowledge to practice, - G3 capacity for critical evaluation and self-awareness - G2 professionalism - G5 objective decision-making and practical cost-effective problem solving - G6 capacity to use innovative and appropriate technologies - G7 ability to communicate effectively - G8 ability to learn how to learn and capacity for lifelong learning - G9 flexibility, adaptability and ability to anticipate and respond to new situations - G10 ability for creative and innovative thinking, - G13 environmental and economic consciousness, - G14 ability to work in an intra- and intercultural and/or international context, - G15 ability to work independently, - G17 self-confidence, entrepreneurial spirit and skills, - G16 ability to evaluate, review and enhance quality

The subject specific competences to be provided by the program are: - S1 knowledge and understanding of agricultural production and basic sciences - S2 ability to identify problems and apply knowledge to solving day-to-day agricultural

challenges, - S3 ability to evaluate and manage agricultural projects as well as carry out financial

appraisals, - S4 possession of entrepreneurial and creative skills, - S5 ability to design, plan and implement agricultural research, - S6 ability to do business in any part of the world, - S7 ability to understand and adapt to new and emerging technologies in agriculture including

ICT, - S8 ability to implement sustainable practices and technologies for the management of natural

resources, - S9 ability to think independently and ability to work with minimal supervision in the area of

agriculture, - S10 ability to adapt and transfer technology and ability to create new technologies - S11 ability to know, advice on and implement agricultural policies and regulations, - S12 ability to make sustainable use of water and other natural resources for agricultural use, - S13 ability to understand and work within the organization, business and community

management of the rural sector,


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- S14 ability to identify, pests, pathogens and weeds, associated with crops, animals and their products,

- S15 ability to improve quality and safety along the agricultural value chains, - S16 ability to select and manage agricultural machinery, implements and equipment in

different farming systems The length of the program is 3 years Future fields, sectors and employment/occupation of the graduates: With regards to the future fields, graduates from the 3 year program can continue their education and obtain Master and doctorate degrees in the different options. The sectors and employment/occupation of the graduates include: Extension workers, teachers of Agricultural colleges, Cooperative staff, Research Assistants, Private entrepreneurs, Employees of Agricultural industries… Link of the Competences with the agreed meta-profile: The core elements of the meta-profile (S1, S2, S3, S4 and S5) in have been included in the program and the components of the supportive elements namely learning process (G1, G3, G4, G5, G8, S1, S5, S7, S10, S11, S14, S15, S16); social values (G2, G7, G9 G11, G12, G13, G14, G18, S2, S12, S13); organization and communication skills (G7, G9,G11, G12, G14, G15, G17, S3, S4, S5, S6, S7, S9, S11,S12); innovation and technical/technological capacity (G1, G4, G6, G10, S5, S10) are also included in the program. Definition of competences and its level: In the first and second levels, students will be equipped with competences in the domains of learning process, social values, organisation and communication, innovation and technical/technological capacity in addition to some core elements. In the third and final year, students will acquire competences in the core elements. Description of the expected learning outcomes related to the competences: On completion of this programme, graduates will be able to:

Explain the scientific, economic and business principles underpinning their various options viz: crop production, animal production, economics and rural sociology, agricultural machinery and forestry;

Identify and evaluate appropriate techniques in the agricultural sectors to enhance efficiency of production;

Identify and solve technological problems encountered in current agricultural production systems;

Transfer relevant knowledge, skills and technology concepts to the producers and to support innovation;

Assist to design, plan and carry out research in the selected fields of agriculture;

Manage agricultural enterprises and identify new ventures in the agricultural sector;

Employ appropriate scientific and statistical methods and evaluations for decision making in various sectors of agriculture;

Demonstrate self confidence, entrepreneurial skills and financial management capability

Work within a team and demonstrate leadership ability

Demonstrate use of written and oral communication skills;

Use ICT resources and other emerging technologies in Agriculture Short description of the methodology of learning strategy for achieving the competences. In order to achieve the competences, the methodology of learning strategy will include: Lectures, Farm practice, Case studies, Group work, and work placement. ACADEMIC STRUCTURE OF PROGRAMMES Year 1 (All common compulsory courses) Semester 1

Course title Competencies Hours Credit value


101

L T P Total

Basic Sciences

Mathematics for Agricultural Sciences

S1

Cell Biology S1

General Chemistry for Agricultural Sciences

S1

Core Courses Introduction to Agriculture S1

Introduction to Rural Sociology S1

Humanities

Use of English I G12

Functional French 1 G12

Civics and Ethics G2

Sports G8

Total 450 30

Semester2

Course title Competencies Hours Credit value

L T P Total

Basic Sciences

Introduction to Biochemistry S1

Physics for Agricultural Sciences S1

Plant and Animal Biology S1

Core Courses Introduction to Computer Science and Information Technology

S7, G1

Integrated Farm Practice I S8, G1

Internship I and Socioeconomic Reporting

S13, S2, G14, G4

Humanities Use of English II G12

Functional French II G12

Documentation and Communication Techniques

G12

Total 450 30

Year 2 Semester 1 (All common compulsory courses)

Course code Course title Competencies Hours Credit value

L T P Total

Introduction to Agricultural Economics

S1

Introduction to Agricultural Extension and Rural Development

S1

Principles of Crop Production S1

Principles of Animal Production S1

Agro-climatology S1

Introductory Statistics and Computer Science

S5

Introduction to Agricultural Engineering

S1

Fundamentals of Food Science and Technology

S1


102

Introduction to Soil Science S1, S2

Introduction to Forestry and Wildlife S1, S2 Total 450 30

Specialisation: Animal Production Year 2, Semester2


L T P Total

Ecology and Environmental Protection

S1, S2

Farm Management and Entrepreneurship

S1, S2

Agricultural Policy and Legislation S1, S2

Anatomy and Physiology of Farm Animal

S1, S2

Principles of Animal Health and Disease Control

S1, S2

Principles of Animal Breeding and Genetics

S1, S2

Integrated Farm Practice II S8, G4

Internship II and Scientific Reporting (8 weeks)

S2, S3, S4, S5, G1, G3

Total 450 30

L: Lectures; T: Tutorials; P: Practicals. Year 3, Semester 1


L T P Total

Non-conventional Animal Production S1, S2

Animal Husbandry Techniques S1, S2

Animal Products and Handling S1, S2

Principles of Animal Nutrition S1, S2

Project Planning and Management S1, S2

Fundamentals of Agricultural Mechanisation

S1, S2

Sheep and Goat Production S1, S2

Beef and Dairy Cattle Production S1, S2

Total 450 30

Semester2


L T P Total

Animal Production Performance and Carcass Evaluation

S1, S2

Apiculture, Equine, Dedomedary and Donkey Sciences

S1, S2

Reproductive Physiology and Assisted Reproductive Technologies (ARTs)

S1, S2

Pastures and Range Management S1, S2


103

Poultry Production S1, S2

Farm Business Management Techniques

S1, S2, S3

Swine and Rabbit Production S1, S2

Feeds and Feeding S1, S2

Biometry and Field Experimentation S1, S2, S5, G1

Internship: Final Year Research Project (8 weeks)

S2, S3, S4, S5, G1, G3, G4

Total 450 30

L: Lectures; T: Tutorials; P: Practicals. Specialisation:Agricultural Economics/Agribusiness Technology

Year 2, Semester2


L T P Total


S1, S2


S1, S2, S3


Agricultural Marketing S1, S2, S3

Agribusiness Management and Finance

S1, S2, S3

Agricultural Cooperatives S1, S2, S3

Industrial Management and Strategic Planning

S1, S2

Integrated Farm Practice II S8, G4

Internship II in Agricultural Economics (8weeks)

S2, S3, S4, S5, G1, G3

Total 450 30



L T P Total

Microeconomic Analysis S1, S2, S3

Agricultural Production Economics S1, S2, S3

Applied Statistics and Data Management

S1, S2, S3, S5

Research Methods in Agricultural Economics

S5

Agricultural Finance and Credit S1, S2, S3

Enterprise Development and Entrepreneurship

S1, S2, S3, S4

Project Planning and Management S1, S2, S3

Farm Business Management Techniques

S1, S2, S3

Total 450 30

Semester2

Course code Course title Competencies Hours Credit


104

value

L T P Total

Macroeconomic Analysis S1, S2, S3

Operations Research S5

Introduction to Econometrics S1, S2, S3

Agricultural Policy and Development Planning

S1, S2, S3

International Agricultural Trade and Policy

S6

Agri-environmental Economics and Policy

S1, S2, S3

Development Economics S1, S2, S3

Agricultural Extension and Supervision

S1, S2, S3

Internship: Final Year Research Project ( 8 weeks)

S2, S3, S4, S5, G1, G3, G4

Total 450 30

L: Lectures; T: Tutorials; P: Practicals. Specialisation: Agricultural Extension and Rural Development Year 2, Semester 2


L T P Total

Agricultural Extension Education S1, S2


S1, S2, S4

Introduction to Rural Household Economy & Management

S1, S2, S3

Extension Principles and Organisation

S1, S2, S3

Agricultural Cooperatives S1, S2, S3

Diffusion and Adoption of Innovations

S1, S2, S3

Agricultural Policy and Legislation S1, S2, S3

Integrated Farm practice II S8, G1, G4


S2, S3, S4, S5, G1, G3

Total 450 30



L T P Total

Community Organisation, Leadership, and Change

S1, S2, S3

Extension Programme Planning, Monitoring and Evaluation

S1, S2, S3

Gender and Youth Issues in Agric. Extension and Rural Programme

S1, S2, S3

Agricultural Extension Administration and Supervision

S1, S2, S3

Applied Statistics and Data S5


105

Management

Research Methods in Agricultural Extension

S5, G1

Total 450 30

Semester 2


L T P Total

Pilot Projects in Rural Development S1, S2, S3

Agricultural and Rural Development Issues in Contemporary Cameroon

S1, S2, S3

Agricultural Policy and Development Planning

S1, S2, S3

Extension Communication Systems and Instructional Media and Technology

S1, S2, S3

Educational Psychology & Extension Methods

S1, S2, S3

Foundation of Social Action and Group Dynamics

S1, S2, S3

Agricultural Extension and Supervision

S1, S2, S3

Internship: Final Year Research Project ( 8 weeks)

S2, S3, S4, S5, G1, G3, G4

Total 450 30

L: Lectures; T: Tutorials; P: Practicals. Specialisation: Crop Production

Year 2, Semester2


L T P Total


S1, S2


S1, S2


Crop Physiology and Biochemistry S1

General Plant Pathology S1, S2

Genetics and Evolution S1

Teledetection S1

Integrated Farm practice II S2, G1


S2, G1, G3, G4

Total 450 30

Year 3, Semester 1


L T P Total

Cropping Systems and Techniques S1, S2

Soil Fertilitry and Fertiliser Use S1, S2

Fundamentals of Agricultural S1


106

Mechanisation

PhytosanitaryProcedures for Agricultural Products

S1, S2

Plant Breeding and Crop Improvement

S1, S2

Planting Material Production, Testing and Certification

S1, S2

Principles of Irrigation and Drainage S1

Land Classification and Evaluation S1, S2

Agricultural Zoology S1

Total 450 30

Semester2


L T P Total

Introduction to Pesticides and Toxicology

S1, S2

Urban and Peri-urban Agriculture S2

Applied Plant Pathology S2

Applied Agricultural Zoology S2

Soil Chemistry S1

Crop Production II (Perennials) S1

Biometry and Field Experimentation S1

Internship: Final Year Research Project (8 weeks)

S2, G1, G3, G4

Total 450 30

L: Lectures; T: Tutorials; P: Practicals.

Option: Agricultural Engineering Year 3 Semester 1


L T P Total

Mathematics and computer science S1, S2, G1

Technical drawing and construction S1, S2

Energy, Agricultural machinery and Workshop

S1, S2

Agroclimatology, Agroforestry and Fertilization

S1, S2

Administrative organization and Legislation

S1, S2

Total 450 30


Year 3 Semester 2


L T P Total

Post harvest technology S1, S2

Management of water and Agricultural machines

S1, S2

Internship S2, S3, S4, S5, G1, G3,


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G4

Field trip S2, S3, S4, S5, G1

Total 450 30


Option : Foresterie (Forestry) Year 3 Semester 1


L T P Total

Scientific bases in Forestry S1, S2

Aquatic and terrestrial fauna S1, S2

Administrative organization and Legislation

S1, S2

Agricultural climatology, Agroforestry and Fertilization

S1, S2

Total 450 30


Year 3 Semester 2


L T P Total

Dendometry and Forestry biometry S1, S2

Wood anatomy and properties S1, S2

Wood industry S1, S2

Professional practice and Seminars S2, S3, S4, S5, G1, G3

Forest inventory S1, S2

Sylviculture S1, S2

Forest management S1, S2

Forestry organization and Community forest

S1, S2

Ecosystems and Environmental management

S1, S2

Field trips S2, S3, S4, S5, G1

Professional internship S2, S3, S4, S5, G1, G3, G4

Total 450 30

L: Lectures; T: Tutorials; P: Practicals. Short explanation of the consistency of the program with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the program). Internal Quality Control/Enhancement. Students will have to evaluate the different courses at the end. Lecturers will have to prepare and distribute handouts to facilitate teaching. Assignments, evaluations and examinations will also be used to enhance quality. Other relevant aspects.


108

3.1.7. Université d´Antananarivo Intitulé du domaine : SCIENCES DE L’INGENIEUR (SI) – SCIENCES AGRONOMIQUES ET ENVIRONNEMENTALES (SAE) SI-SAE Intitulé du grade : MASTER Industries Agricoles et Alimentaires INTITULE DE LA MENTION : INDUSTRIES AGRICOLES ET ALIMENTAIRES

Domaine de rattachement :

SCIENCES DE L’INGENIEUR (SI) – (SCIENCES AGRONOMIQUES ET ENVIRONNEMENTALES)

Grade de mention : MASTER Organisation des Parcours dans la mention

Ce programme de MASTER est constitué de 4 semestres ou deux années, les deux semestres (S7 et S8 sont commun pour les deux spécialités) dont le deux premier semestre est dédié à l’acquisition des méthodes de recherche et des techniques de l’ingénierie nécessaire pour cette mention.

Passerelles : Aucune, en effet, après avoir acquis les connaissances techniques et scientifiques de

base à partir d’une licence en agronomie ou une licence pertinente liée à la formation en industries agricoles et alimentaires et après avoir obtenu de l’initiation à la recherche les étudiants choisissent un des deux parcours proposés : - Génie des Procédés et Technologie de Transformation (GPTT) - Développement de Projets, Innovation et Qualité (DPIQ)

Les passerelles seront précisées une fois que tous les programmes LMD des institutions d’enseignement supérieur de Madagascar seront disponibles

Conditions et modalités d’accès : Afin d’accéder à la formation de Master dans la mention Génie des Procédés et Technologies de Transformation et Développement de Projets, Innovation et Qualité

Pour accéder à la formation Il faut être titulaire Sélection

Master (M1) Licence en agronomie générale

(180 crédits) ou une licence pertinente liée à la formation

Selon les places disponibles après examen du dossier et avis de la Commission de sélection

Diplôme délivré

La formation est sanctionnée par un diplôme de : - Master en Sciences Agronomiques et Environnementales – Mention IAA – Spécialité Génie

des Procédés et Technologie de Transformation

DESCRIPTION DE LA MENTION

Grade : M Intitulé de la mention : Industries Agricoles et Alimentaires (IAA)

Semestre Parcours

S10 Génie des Procédés et Technologie de Transformation

Développement de Projets, Innovation et Qualité S9

S8 Connaissances de base de l’ingénierie et initiation à la recherche (TC Master) S7


109

- Et Diplôme d’Ingénieur Agronome* (seulement pour les étudiants qui ont participer aux concours d’entrée en première année de licence : Only for the student who began from the first year in licence).

- Mention IAA a) Identification of the future fields, sectors of employment/occupation of graduates

À l’issue de leurs études en Sciences de l’Ingénieur de la mention « Industries Agricoles Et Alimentaires », l’étudiant va pourvoir choisir soit une carrière professionnelle, soit d’entrer dans le domaine de la recherche ou poursuivre une étude doctorale académique et/ou éventuellement choisir une carrière académique. Enseignant (Après modification)

FICHE 3

Description des Parcours en

Sciences Agronomiques et Environnementales / MASTER / Industries Agricoles et Alimentaires

Parcours 1 : Génie des Procédés et Technologie de Transformation Parcours 2: Développement de Projets, Innovation et Qualité

Parcours 1 : Génie des Procédés et Technologies de Transformation

Domaine/Grade/Mention concernée : Sciences de l’Ingénieur (SI)-Sciences Agronomiques et Environnementales / MASTER / Industries Agricoles et Alimentaires

Vocation principale du cours : indifférenciée Responsable du Parcours :

RAMAROSON Randrianary Jean Baptiste Grade : Maître de Conférences : +26133 11 438 20 E-mail : [email protected]

Noms des membres de l’équipe de formation : - Dr. Randrianary Jean Baptiste RAMAROSON - Dr. BAKAR II - Dr. RABE Ravelona Manda - Dr. Mamy Vony Hanta RAHOERASON - Prt. Armand. R. Panja RAMANOELINA - Dr. Charles Oyvern RANDRIAMAHOLISOA - Dr. Richard RANDRIATIANA - Prt. Béatrice RAONIZAFINIMANANA - Prt. Jean Roger E. RASOARAHONA - Dr. Fanjaniaina Fawbush RAZAFIMBELO - Pr. Jean Marie RAZAFINDRAJAONA - Dr. Dina Gayllor RAZAFIMAMONJISON - Enseignant Vacataire (non permanents)

Langue d’enseignement : Français, Anglais, Malagasy

La langue d’enseignement est le Français mais des cours et séminaires en Anglais sont aussi programmés. Le Malgache en tant que langue officielle pourra être utilisé pour compléments d’explication dans les cours, les travaux dirigés et travaux pratiques surtout sur site pédagogique et les sorties du moment que les participants parlent tous le malgache.

Objectif de la formation : Transférer des connaissances scientifiques et des techniques de recherche de base nécessaires pour la conduite de recherches du domaine des industries agricoles et alimentaires ; Former des cadres capables de répondre à des enjeux majeurs : promouvoir l’agriculture en contribuant à la chaîne de valeurs des produits agricoles à


110

travers la promotion de la conservation et de la transformation grâce à la maîtrise des procédés de conservation et de transformation ;Former des chefs d’entreprises privées ou des chefs d’usine d’industries de transformation agro-alimentaire opérationnels.

Organisation du parcours en UE:

Intitulé des Unités d’Enseignement Crédit

Semestre 7

UE7.1 – Connaissance de l’Entreprise Agro-Alimentaire I 3

UE7.2 –Sciences de l’Ingénieur IAA I 12

UE7.3 –Sciences des Aliments I 6

UE7.4 – Communication et Langues I 4

UE7.5 – Méthodologie de Recherche I 3

UE7.6 – Optionnelles Libres 1 2 Total – semestre 7 30

Semestre 8

UE8.1 – Connaissances de l’Entreprise Agro-Alimentaire II 5

UE8.2 –Technologies de Transformation 4

UE8.3 –Sciences de l’Ingénieur IAA II 6

UE8.4 –Evaluation de la Qualité I 7

UE8.5 – Environnement Technique de l'Entreprise AA 6

UE8.5 – Optionnelles Libres 2 2 Total – semestre 8 30

Semestre 9

UE9.1 –Création et Gestion d’Entreprise 6

UE9.2 –Sciences des Aliments II 5

UE9.3 – Biotechnologies et Technologie Alimentaire 13

UE9.4 –Cas concrets (Voyage d’Etude) 4

UE9.5 – Méthodologie de la Recherche II 2 Total – semestre 9 30

Semestre 10

UE10.1 - Mémoire de fin d'études 30 Total – semestre 10 30

TOTAL 120

Nature des activités pédagogiques :

Semestre Cours TD TP Stage

% heures % heures % heures % heures

S10 0% 0 0% 0 0% 0 100% 450 S9 69% 310 13% 59 10% 46 8% 35 S8 62% 277 11% 48 7% 30 21% 95 S7 67% 301 21% 94 6% 25 7% 30 Organisation de la formation :

Ce programme de MASTER est constitué de 4 semestres, dont le premier semestre est dédié à l’acquisition des méthodes de recherche et des techniques de l’ingénierie nécessaire pour cette mention

Poursuite des études : A l’issue de leurs études en Sciences de l’Ingénieur de la mention « Industries Agricoles Et Alimentaires », l’étudiant va pourvoir choisir soit une carrière professionnelle, soit d’entrer dans le domaine de la recherche ou poursuivre une étude doctorale académique et/ou éventuellement choisir une carrière académique.

FICHE 4


111

DESCRIPTION DES UE PARCOURS 1 - Génie des Procédés et Technologie de Transformation

Sciences Agronomiques et Environnementales / MASTER / Industries Agricoles et Alimentaires Intitulé de l’UE 7.1 : CONNAISSANCE DE L'ENTREPRISE AGRO-ALIMENTAIRE I Domaine/Grade/mention concernée :

Sciences de l’Ingénieur (SI) – Sciences Agronomiques et Environnementales / MASTER / Industries Agricoles et Alimentaires

Code et numéro : Responsable de l’UE :

Nom & Prénoms : Responsable de la Mention IAA Grade : Contact : E-mail :

Equipe pédagogique : TOUS LES ENSEIGNANTS DU DEPARTEMENT IAA

Statut de l’UE :

Parcours Statut de l’UE Caractéristique Semestre

Génie de procédés et Technologie de transformation

Obligatoire Fondamentale S7

Valeur en crédits : 03 (Trois) Nature des activités pédagogiques :

Matières (EC) Volume horaire (VH)

C TD TP Autres(1) Total Travail

personnel

Stage ouvrier 20 20 115 Total 20 20 115

Crédits 03

(1) A définir pour chaque matière (stage, projet tutoré, voyage d’étude, conférences…) Modalités de contrôle des connaissances:

EC Nature Continu

dans l’EC Terminal dans l’EC

Rattrapage

Coefficient dans l’UE

Stage ouvrier Rapport Non Oui Non 100 % Objectifs de l’UE : .les étudiants doivent être familiarisées avec le milieu industrielle, connaître les matériels, sa structure, son organisation et ses activités Syllabus:

EC : Stage ouvrier

Objectifs visés: Maîtrise des taches qui sont attribuées à l’étudiant afin qu’il puisse élaborer un rapport de stage sur lequel il va être évalué

Pré-requis : Connaître la structure d’une entreprise, son organisation et ses activités à travers les visites d’usine effectuées lors des voyages d’études.

Intitulé de l’UE 7.2: SCIENCES POUR L'INGENIEUR IAA I Domaine/Grade/mention concernée :

Sciences de l’Ingénieur (SI) – Sciences Agronomiques et Environnementales / MASTER / Industries Agricoles et Alimentaires



112

RABE RAVELONA Manda Equipe pédagogique :

RABE RAVELONA Manda RAZAFIMAMONJISON Gaylor RANDRIAMAHOLISOA Charles RAHOERASON Mamy

Statut de l’UE :




Valeur en crédits : 12 (Douze) Nature des activités pédagogiques :

Nom et prénoms des enseignants Matières (EC)

Volume horaire (VH)

Présentiel Total

Travail personnel

RABE RAVELONA Manda Les Transferts en Génie Industriel Alimentaire

45 90

RABE RAVELONA Manda Thermodynamique Appliquée et Thermique industrielle

45 90

RAZAFIMAMONJISON Gaylor

Résistance des Matériaux 15 30

RANDRIAMAHOLISOA Charles

Mécanique des Fluides 30 60


Electrotechnique Industrielle

15 30

RAHOERASON Mamy Chimie Organique Appliquée

30 60

Total 180 360

Crédits 12

(1) A définir pour chaque matière (stage, projet tutoré, voyage d’étude, conférences…) Modalités de contrôle des connaissances :

EC Nature Continu


Rattrapage


Les Transferts en Génie Industriel Alimentaire

Ecrit Non Oui Non 25,0 %

Thermodynamique Appliquée et Thermique industrielle

Ecrit Non Oui Non 25,0 %

Résistance des Matériaux Ecrit Non Oui Non 8,3 %

Mécanique des Fluides Ecrit Non Oui Non 16,7 %

Electrotechnique Industrielle Ecrit Non Oui Non 8,3 %

Chimie Organique Appliquée Ecrit Non Oui Non 16,7 % Objectifs de l’UE :

- Connaissance des outils afin que l’étudiant puisse maîtriser les sciences de l’ingénieur. - Utiliser ces outils sur une étude de cas

Syllabus :

EC : Les Transferts en Génie Industriel Alimentaire

Objectifs visés: Compétences visées : - Acquérir un savoir-faire sur les opérations de transfert


113

Evaluation des compétences : - Identifier les opérations de transfert dans la réalité industrielle

- Hiérarchiser les flux d’informations procédés Pré-requis :

- Thermodynamique physique - Chimie physique et chimie moléculaire - Mécanique des fluides

Contenu:

I. Introduction générale II. Transfert de matière

1. Introduction 2. Objectifs du Cours 3. Définitions 4. Classification 5. Mécanisme de transport de masse

III. Transferts de chaleur 1. Généralités sur le transport et le transfert de l’énergie thermique 2. Transfert de chaleur par conduction 3. Transfert de chaleur par convection 4. Transfert de chaleur par rayonnement

IV. Transferts de quantité de mouvement 1. Loi de Newton. Notion de Viscosité 2. Ecoulement de fluide homogène newtonien à l’intérieur de conduites 3. Ecoulement de fluide homogène newtonien à l’extérieur d’obstacles isolés

Travaux dirigés

Références bibliographiques : Support de cours

Eléments de pédagogie : pédagogie participative, cours magistral

EC : Thermodynamique Appliquée et Thermique industrielle

Objectifs visés: - Savoir évaluer le rapport qualité prix des combustibles en se basant sur leurs caractéristiques

thermiques - Utiliser des bases documentaires pour se procurer des informations (internet, bibliothèque) - Faire la distinction d’utilisation entre les trois principaux diagrammes thermodynamiques - Faire le bilan énergétique autour de l’utilisation des chaudières

Pré-requis : Thermodynamique, Transferts en GIA

Contenu: Thermodynamique appliquée

1. Rappel 2. Expression différentielle linéaire et différentielle totale (ou exacte) 3. Intégrale curviligne de l’expression différentielle linéaire 4. Diagramme de Clapeyron 5. Résolution de ∫𝑃𝑑𝑉

6. Gaz parfait et théorie cinétique des gaz 7. Changement d’état liquide – vapeur 8. Grandeurs thermiques de la température 9. Premier principe de la Thermodynamique 10. Transferts thermiques (rayonnement, convection, conduction)

Thermique Industrielle 1 Les combustions – Les combustibles et leur pouvoir calorifique 2 Bilan thermique 3 La température de flamme d’un combustible 4 La vapeur d’eau 5 Les chaudières 6 Diagramme thermodynamique – Principaux diagrammes, unité et symbole


114

7 Les énergies renouvelables Travaux dirigés :

Références bibliographiques : - FEIDT, 2006, Energétique – Concepts et applications, DUNOD, Paris - PLUVIOSE, 2010, Génie énergétique – Conversion d’énergie par turbomachines, ellipses,

Paris - HICKS, 2012, Handbook of Energy engineering calculations, McGrawHill, New York

Eléments de pédagogie : 1. Soumettre aux étudiants du matériel stimulant la discussion de problèmes importants dans le

domaine 2. Guider les étudiants dans une réflexion critique en leur fournissant peu de ressources afin de

les amener à la résolution de problèmes par eux-mêmes Amener les étudiants à travailler en collaboration dans des petits groupes de 3-4 personnes EC Résistance des Matériaux

Objectifs visés: Acquérir des connaissances sur les modes de sollicitation des matériaux (traction, compression, cisaillement, flexion, torsion et flambement).

Pré-requis : Connaître les différents matériaux lors des visites d’usines ; Physique ; Chimie ; GIA I.

Contenu: Statique des fluides, cinématique des fluides, Dynamique des Fluides Incompressibles Parfaits, Dynamique des Fluides Incompressibles Réels, Dynamique des Fluides Compressibles

Travaux dirigés

EC Mécanique des Fluides

Objectifs visés: Pré-requis :

Contenu: Travaux dirigés :

Références bibliographiques :

Eléments de pédagogie :

EC Electrotechnique Industrielle

Objectifs visés: A l’issu de cet enseignement, les étudiants devrions savoir: - La production d’électricité - Les principaux éléments constituants les machines électriques

Pré-requis : Néant

Contenu: 1. Définitions 2. Application de l’électricité 3. Les mots clés 4. Energie électrique dans l’environnement général des énergies 5. Généralité sur l’électricité 6. Eléments d’électromagnétisme 7. Le courant électrique 8. Utilisation de l’électricité dans les industries 9. Comparaison moteur synchrone et asynchrone 10. Facteur de puissance

Travaux dirigés


Eléments de pédagogie : 1. Soumettre aux étudiants du matériel stimulant la discussion de problèmes importants


115

dans le domaine 2. Guider les étudiants dans une réflexion critique en leur fournissant peu de ressources afin de les amener à la résolution de problèmes par eux-mêmes 3. Amener les étudiants à travailler en collaboration dans des petits groupes de 3-4 personnes

EC Chimie Organique Appliquée

Objectifs visés: - Faire savoir que la Chimie Organique Appliquée c’est le centre de nouveaux produits en vue

de leur commercialisation Se familiariser avec ce domaine pour savoir la richesse et la diversité de la chimie organique pour la conception de ces nouveaux produits

Pré-requis :

Contenu: I – Les grandes filières de transformations II – Cellulose et fibres artificielles III – Hauts polymères IV – Produits d’origines végétales V - Lipides VI - Savons et détergents VII – Colorants VIII - Insecticides

Travaux dirigés :

Références bibliographiques : - ANDREWS D.H. , KOKES R.J. Notions Fondamentales De Chimie. Dunod Paris ,1968 - GRECIAS P., MIGEON J.P. Chimie 2 Cours Et Tests d’Application, Tec & Doc –

Lavoisier,1991 Eléments de pédagogie :

- Enseignement théorique - Visite d’usines

Intitulé de l’UE 7.3: SCIENCE DES ALIMENTS I Domaine/Grade/mention concernée :

Sciences de l’Ingénieur (SI) – Sciences Agronomiques et Environnementales / MASTER / Industries Agricoles et alimentaires (IAA)


FAWBUSH-RAZAFIMBELO Fanjaniaina Maitre de Conférences : 261 20 24 190 44 E-mail: [email protected]

Equipe pédagogique : FAWBUSH Fanjaniaina RAMANOELINA Panja RAZAFINDRAJAONA Jean Marie RAZAFIMAMONJISON Gaylor

Statut de l’UE :




Valeur en crédits : 06 (Six) Nature des activités pédagogiques :

Nom et Prénoms Matières (EC)

Volume horaire (VH)

Présentiel Travail personnel

FAWBUSH Fanjaniaina Biochimie Alimentaire 30 60

mailto:[email protected]


116

RAMANOELINA Panja Biotechnologie I 30 60

RAZAFINDRAJAONA Jean Marie + RAZAFIMAMONJISON Gaylor

Microbiologie Alimentaire 30 60

Total 90 180

Crédit 06

(1) A définir pour chaque matière (stage, projet tutoré, voyage d’étude, conférences…)

Modalités de contrôle des connaissances :

EC Nature Continu


Rattrapage


Biochimie Alimentaire 33,3 %

Biotechnologie I 33,3 %

Microbiologie Alimentaire 33,3 %

Biochimie Alimentaire 33,3 % Objectifs de l’UE : Connaissance sur le métabolisme des aliments et l’altération des aliments

- Acquisition des bases en sciences des aliments - Analyse des risques pouvant détruire la sécurité alimentaire

Syllabus :

EC : Biochimie Alimentaire

Objectifs visés: • Les étudiants doivent être capables d’expliquer et de mettre en évidence les relations entre la structure des différentes molécules d’un aliment donné (frais ou transformé) et les propriétés fonctionnelles et nutritionnelles de cet aliment. • Les étudiants sont ainsi munis des connaissances de base nécessaires pour contribuer à la mise en place des procédés de fabrication, ou à améliorer leurs paramètres pour optimiser la qualité des aliments ainsi produits. • Les étudiants doivent être capables d’identifier les divers phénomènes biochimiques favorables ou de dégradation qui peuvent apparaitre dans un aliment compte tenue des différentes molécules le constituant et de son milieu environnant ainsi que des traitements technologiques qu’il a subis. Les étudiants seront également capables de déterminer les divers indices et les techniques de mesure des niveaux de dégradations biochimiques, de définir les traitements permettant de prévenir ou de remédier aux réactions de dégradation biochimiques indésirables, ou celles favorables dans l’objectif d’améliorer les qualités organoleptiques et nutritionnelles d’un produit alimentaire donné.

Pré-requis : Les étudiants participants à ce cours doivent avoir de bonnes connaissances de la chimie organique c’est-à-dire des grandes fonctions et les mécanismes réactionnels y afférent. De plus, un niveau licence (L) de biochimie i.e. une connaissance de la biochimie structurale et métabolique, et une connaissance de base de la biologie cellulaire sont nécessaires pour bien appréhender ce cours. Contenu:

Chapitre 1 : L’eau Chapitre 2 : Les viandes et poissons Chapitre 3 : Le lait et les produits laitiers Chapitre 4 : Les grains de céréales Chapitre 5 : Les graisses et huiles Chapitre 6 : Les œufs et les ovoproduits Chapitre 7 : Les fruits et légumes

Travaux dirigés

Eléments de pédagogie : - Méthode participative d’apprentissage ; - Discussions sur les applications des principes et des mécanismes biochimiques dans les

procédés de fabrication et les méthodes de conservation des aliments ; - Discussions sur les relations entre les nouvelles technologies industries agro-alimentaires et


117

leurs effets sur les réactions biochimiques dans l’aliment EC : Biotechnologie I

Objectifs visés: Pré-requis : La génétique, Chimie biochimie alimentaire, Microbiologie générale et alimentaire

Contenu: Introduction – Historique

1. GÉNIE MICROBIOLOGIQUE Généralités sur les microorganismes Biochimie microbienne Cinétiques microbiennes Bioingénierie

2. GÉNIE GÉNÉTIQUE Obtention et sélection de mutations Recombinaison génétique Croisements de protoplastes Manipulations génétiques Réalisations

3. GÉNIE ENZYMATIQUE 4. CONTRÔLE QUALITE en BIOTECHNOLOGIE

Génétique; microbiologique; biochimique; organoleptique 5. LOI SUR LA BIOSÉCURITÉ

Conclusion Travaux dirigés

Eléments de pédagogie : Pédagogie active

EC : Microbiologie Alimentaire

Objectifs visés: Maîtriser l’analyse microbiologique des denrées alimentaires

Pré-requis : Microbiologie générale

Contenu: Chapitre 1 : Les rôles des microbes dans les aliments 11- Les origines des microbes dans les aliments 12- Les rôles fastes des microbes 13- Les rôles néfastes des microbes Chapitre 2 : Les infections et intoxications alimentaires 21- Généralités 22- Les infections alimentaires 23- Les intoxications alimentaires Chapitre 3 : Les analyses microbiologiques des aliments 31- But et principe de base 32- Les marqueurs et indicateurs 33- Echantillonnage et prélèvement 34- Evaluation pratique de la salubrité des différentes catégories d’aliments Chapitre 4 : Maîtrise de la qualité sanitaire et marchande des aliments 41- Principes de base 42- Les systèmes LISA, AMCADER et HACCP 43- Les moyens de lutte contre les TIA

Travaux dirigés


Intitulé de l’UE 7.4: COMMUNICATION ET LANGUES I Domaine/Grade/mention concernée :


Code et numéro :


118

Responsable : RAONIZAFINIMANANA Béatrice Professeur Titulaire : +261 33 12 812 39 ou +261 34 15 980 17 E-mail : bé[email protected]

Equipe pédagogique : Personnel enseignant interne à l’institution :

Statut de l’UE :


Génie des Procédés et Technologie de Transformation


Valeur en crédits : 04 (Quatre) Nature des activités pédagogiques :

Matières (EC)

Volume horaire (VH)

Présentiel

Travail personnel

RABEARIMISA Rivo Anglais des Affaires 15 30

RAONIZAFINIMANANA Béatrice

Français administratif et commercial 15 30

Communication d'entreprise et Leadership 15 30

Gestion des ressources humaines 15 30 Total 60 120

Crédit 04


EC Nature Continu


Rattrapage


Français administratif et commercial

Ecrit, Oral

oui 25 %

Anglais des Affaires Ecrit, Oral

oui 25 %

Communication d'entreprise et Leadership

Ecrit, Oral

oui 25 %

Gestion des ressources humaines

Ecrit, Oral

oui 25 %

Objectifs de l’UE :

- L’apprenant sera capable de communiquer et de gérer un personnel - Renforcer les compétences en termes de communications et de gestion des ressources

humaines - Voir la capacité de l’étudiant sur ses façons de communiquer et de gérer un personnel

Syllabus :

EC : Français administratif et commercial

Objectifs visés: Initier les étudiants à chercher un emploi, à trouver un emploi ; à gérer sa carrière future ; à savoir faire passer un message ; à savoir « se vendre » sur le marché du travail. A la fin de leurs études, les étudiants seront aptes à affronter les difficultés rencontrées sur le marché du travail ; capables de fournir les documents nécessaires pour les demandes d’emploi ; capables de passer un entretien d’embauche.

Pré-requis : Langue française, Système administratif

Contenu: 1-Différents paramètres pour la recherche d’emploi 2-Documents pour la recherche d’emploi


119

3-Techniques pour réussir un entretien d’embauche Travaux dirigés

Références bibliographiques :. - M. NUQ, 1991, Ed. De Vecchi, Paris - C. BASTIEN, 1995, Nord-Compo, Paris

Eléments de pédagogie : Pédagogie active.

EC : Anglais des Affaires

Objectifs visés: l’étudiant devra être capable d’appréhender, de comprendre et de communiquer des informations sur le monde des affaires. Evaluation par interrogations/jeu de rôle, examen écrit

Pré-requis : Anglais général, Economie générale, Gestion de l’entreprise, Opérations commerciales et bancaires Contenu:

I. What is business? II. Forms of business ownership III. Accounting – The balance sheet IV. Buying and selling V. Channels of distribution

VI. Writing a résumé VII. Job interviews

Travaux dirigés


EC : Communication d'entreprise et Leadership

Objectifs visés: Elaborer des stratégies et des actions de communication en exploitant tous les outils disponibles et en évaluant les résultats. A la fin du cours, les étudiants sauront distinguer un leader d’un manager.

Pré-requis : Maîtrise de la langue française, Connaissances des entreprises à travers les visites d’usines agro-alimentaires lors des voyages d’études et Connaissance de la structure d’une entreprise.

Contenu: Le cadre : - Image de l’entreprise et communication globale - Le marché de l’entreprise et la communication

Les outils : - Les moyens d’identification - La mercatique directe - Les moyens de communication événementielle et de proximité - Les techniques de communication interne

Les stratégies : - La stratégie de communication commerciale - La stratégie de communication d’entreprise - La stratégie de communication sociale - La stratégie de communication interne

Le leadership : - Signification et définition de leadership - Les règles d’or - L’étoffe d’un leader (qualités) - Evaluation de l’intelligence émotionnelle - Stratégies pour développer son leadership personnel - Cinq règles pour un leader efficace - Différences entre patron et leader - Différences entre leader et manager


120

Travaux dirigés

Références bibliographiques :. - L. DEMONT – LUGOL, A. KEMPF, M. RAPIDEL, C. SCIBETTA , 2006, Armand Colin, 2ème Ed.,

Paris - DUPUY – DEVERS – RAYNAUD, La communication interne, Editions d’Organisation. - R. REIX, Les systèmes d’information, une réalité vivante, RFG n°43, 1983. - J. – L. PEAUCELLE, A quoi servent les systèmes d’information ? RFG n°43, 1983.


EC : Gestion des ressources humaines

Objectifs visés: Faire connaître aux étudiants l’organisation d’une entreprise et sa culture ainsi que son fonctionnement. A la fin du cours, les étudiants comprendront la structure organisationnelle d’une entreprise avec son organigramme et seront capables de gérer le potentiel humain en entreprise ; sauront distinguer un leader d’un manager.

Pré-requis : Maîtrise de la langue française, Connaissances des entreprises à travers les visites d’usines agro-alimentaires lors des voyages d’études

Contenu: Gestion des ressources humaines Gestion du potentiel humain Gestion du temps de travail Gestion des relations de travail Gestion des conditions de vie au travail Evaluation du personnel Formation

Travaux dirigés

Références bibliographiques : - H. MINTZBERG, Structure et Dynamique des organisations, Editions d’organisation - L. RIGAUD, La mise en place des systèmes d’informations, DUNOD - Choix stratégiques et concurrence, Economica, (1982) - R.A. THIETART, La stratégie d’entreprise, Mc Graw – Hill, (1984) - J – P. DETRIE et B. RAMANANTSOA, Stratégie de l’entreprise et diversification, NATHAN - L. BOYER et N. EQUILBEY, Le projet d’entreprise, Editions d’organisation, 1986


Intitulé de l’UE 7.5: METHODOLOGIE DE RECHERCHE 1 Domaine/Grade/mention concernée :


Code et numéro : Responsable :

RAONIZAFINIMANANA Béatrice Professeur Titulaire : +261 33 12 812 39 ou +261 34 15 980 17 E-mail : bé[email protected]


Statut de l’UE :




Valeur en crédits : 03 Nature des activités pédagogiques :


121

Nom et prénoms des Enseignants Matières (EC)

Volume horaire (VH)

Présentiel Travail

personnel

RAONIZAFINIMANANA Béatrice Elaboration de Plan de recherche

15 30

RAMAROSON Randrianary J.Baptiste Elaboration de Plan d'expérimentation

15 30

RAONIZAFINIMANANA Béatrice Synthèse Bibliographique Thématique

15 30

Total 45 90

Crédit 03


EC Nature Continu


Rattrapage


Elaboration de Plan de recherche

écrit oui 33,3 %

Elaboration de Plan d'expérimentation

écrit oui 33,3 %

Synthèse Bibliographique Thématique

écrit oui 33,3 %

Objectifs de l’UE : Ce cours a pour but de fournir une approche systématique au développement de projet de recherche convaincant et finançable pour identifier des partenaires techniques et financiers.

L’apprenant sera capable d’encadrer des travaux pratiques Syllabus :

EC : Elaboration de Plan de recherche

Objectifs visés: Ce cours a pour but de fournir une approche systématique au développement de projet de recherche convaincant et finançable pour identifier des partenaires techniques et financiers. Pré-requis :

Connaissance de base sur la recherche scientifique Contenu:

Chapitre 1 : La nécessité d’une recherche scientifique 11- Les éléments de base de la recherche scientifique 12- La méthode scientifique et son application scientifique 13- Relation entre la recherche, la technologie et la production 14- Apport de la recherche à l’enseignement, la formation et au développement Chapitre 2 : Identification et établissement des priorités de recherche 21- Problématique de recherches 22- Les rôles des acteurs clés de la recherche 23- Identification des partenaires d’une recherche en consortium Chapitre 3 : Flowsheet d’un programme de recherche 31- Connaissance et évaluation de la situation 32- Planification stratégique et opérationnelle de l’expérimentation 33- Présentation, exploitation et discussion des résultats 34- Publication des résultats Chapitre 4 : Matérialisation d’un projet de recherche 41- Architecture générale d’un dossier de demande de financement de recherche 42- Proposition technique 43- Proposition financière Chapitre 5 : Cas concrets (6 thèmes) Importance d’un produit, composition et/ou valeur nutritionnelle d’un produit, conception d’une technologie de conservation, optimisation d’un procédé, résolution de problème, plan de formation

Travaux dirigés



122

EC : Elaboration de Plan d'expérimentation

Objectifs visés: Apres avoir suivre ce cours, les étudiants doivent être capable d’élaborer un plan d’expérimentation et de choisir les variables et le traitement statistique des résultats ou données

Pré-requis : Analyse statistique, Anova

Contenu:

1 - Notion de plan d’expérience 2 - Facteurs contrôlés et non contrôlés

- Les types de facteurs 3 - Plan d’expérience ou protocole 4 - Treatment design et expérimental design 5 - Plan expérimental et analyse de la variance

- Exemple agronomique - Buts et conditions de réalisation - Facteurs et objets

6 - Plans factoriels complets 7 - Plans factoriel factionnaires 8 - Plan non factoriel 9 - Unité expérimentale 10 - Nombre de sujets nécessaires, précision des résultats

- Dispositif complètement aléatoire - Dispositif en blocs aléatoires complets - Dispositifs en carré latin - Dispositifs en Cross-Over - Autres dispositifs

11 - Quelques plans classiques Plan à un facteur Plan avec deux facteurs sans répétition Plan à 3 facteurs avec répétition Plan à 3 facteurs, facteur sujet emboîté dans le facteur traitement

12 - Bibliographie Travaux dirigés


EC : Synthèse Bibliographique Thématique

Objectifs visés: L’étudiant maîtrisera la recherche bibliographique sur un thème bien défini l’aidant à ses travaux de recherche.

Pré-requis : Comprendre les langues française et anglaise afin de pouvoir lire les publications internationales.

Contenu: CONSIDÉRATION GÉNÉRALES LES ÉTAPES DE LA SYNTHÈSE BIBLIOGRAPHIQUE :

1. Parcourir d'abord rapidement chacun des ouvrages pour en identifier les éléments d'intérêt commun : s'arrêter en particulier à la table des matières, l'introduction générale, l'introduction et la conclusion de chaque chapitre, la conclusion générale.

2. Comprendre chacun des textes : en faire une lecture attentive pour en établir le sens. 3. Résumer chacun des textes séparément (voir le module Cyber méthode sur le

résumé). 4. Analyser et évaluer chacun des textes séparément par rapport aux critères retenus,

en s'inspirant des directives pour un bon compte rendu critique. 5. Comparer les ouvrages sur des fiches, par rapport aux critères retenus 6. Rédiger un brouillon 7. Rédiger le texte final en éliminant les redondances et en respectant la longueur

imposée.


123

8. Répartition de thèmes pour des recherches bibliographiques LA CRITIQUE INTERNE LA CRITIQUE EXTERNE

Travaux dirigés

Eléments de pédagogie : Pédagogie participative

Intitulé de l’UE 7.6: OPTIONNELLES LIBRES 1 Domaine/Grade/mention concernée :



RAMAROSON Randrianary Jean Baptiste Maitre de Conférences : +261 33 11 43820 E-mail : [email protected]

Equipe pédagogique : L’ensemble des Enseignant du département

Statut de l’UE :


Génie des Procédés et Technologies de Transformation


Valeur en crédits : 02 (Deux) Nature des activités pédagogiques :



EC1- Dans les autres Mentions ou Parcours 15 30

EC2- - Dans les autres Mentions ou Parcours 15 30 Total 30 60

Crédit 02


EC Nature Continu

dans l’EC

Terminal dans l’EC

Rattrapage Coefficient dans l’UE

EC1 Ecrit ou oral Oui Oui

EC2 Ecrit ou oral Oui Oui Intitulé de l’UE 8.1 : CONNAISSANCE DE L'ENTREPRISE AGRO-ALIMENTAIRE II Domaine/Grade/mention concernée :


Code et numéro : Responsable : Responsable Mention Equipe pédagogique : L’ensemble des Enseignant du Parcours Statut de l’UE :








124

C TD TP Autres Total Travail

personnel

Voyage d'Etudes NORD V. Etude 65 90

Stage Technicien Stage 110 135 Total 175 225

Crédit 05


EC Nature Continu


Rattrapage


Voyage d'Etudes NORD Rapport écrit

oui

Stage Technicien Rapport écrit

oui

Objectifs de l’UE : Confronter l’étudiant aux réalités des entreprises en visitant celles – ci et en lui faisant effectuer un stage technicien dans des unités de production du secteur agro-alimentaire. Syllabus :

EC : Voyage d'Etudes NORD

Objectifs visés: Donner aux élèves – ingénieurs une meilleure assimilation et illustration des enseignements théoriques dispensés en salle, tout en leur permettant de se familiariser avec les réalisations malgaches

Eléments de pédagogie : encadrement de visite d’usine

EC : Stage Technicien

Objectifs visés: Maîtrise de la gestion d’une unité de transformation alimentaire et celle de la technologie de transformation et : maîtrise de la thématique attribuée à l’étudiant afin d’élaborer un rapport relatant ses activités au sein de l’entreprise durant le stage

Pré-requis : Connaître la structure d’une entreprise, son organisation et ses activités à travers les visites d’usine effectuées lors des voyages d’études

Intitulé de l’UE 8.2 : TECHNOLOGIE DE TRANSFORMATION Domaine/Grade/mention concernée :




Statut de l’UE :





Nom et prénoms des Enseignants



RAMAROSON Randrianary Jean

Conservation des Denrées par Voie Chimique et physique

60 90



125

Baptiste

RAZAFINDRAJAONA Jean Marie

Conservation des Denrées par Voie Biologique

30 45

BAKAR II Technologie des Produits Végétaux

30 45

Total 120 180

Crédit 04


EC Nature Continu


Rattrapage


Conservation des Denrées par Voie Chimique et physique

Ecrit, Oral

oui 50%

Conservation des Denrées par Voie Biologique

Ecrit, Ora

oui 25%

Technologie des Produits Végétaux

Ecrit, oui 25%

Objectifs de l’UE : Permettre à l’étudiant de maîtriser les technologies de transformation alimentaire

Syllabus :

EC : Conservation des Denrées par Voie Chimique et physique

Objectifs visés: Capacité de connaître d'une façon globale les différentes altérations des aliments, leurs origines et les moyens de l’éviter (remèdes possibles) Capacité de choisir les moyens ou technique adéquats pour préserver l’aliment

Pré-requis : Biochimie, Biochimie alimentaire, transfert en GIA, Opérations unitaires en GIA

Contenu: DÉFINITION :ET HISTORIQUE TECHNIQUE DE CONSERVATION LES TECHNIQUES DE CONSERVATION PAR LA CHALEUR

Pasteurisation Sterilisation Appertisation,

LES TECHNIQUES DE CONSERVATION PAR LE FROID Surgélation, Congélation, Réfrigération

LES TECHNIQUES DE CONSERVATION PAR SEPARATION ET ELIMINATION D’EAU Lyophilisation, Déshydratation et séchage, Salage, saumurage, Fumage ou fumaison, AUTRES TECHNIQUES : Ionisation Irradiation, Hautes pression, MAP

Travaux dirigés


EC : Technologie des Produits Végétaux

Objectifs visés:Connaissance de la maîtrise de la technologie des produits végétaux

Pré-requis : Technique de conservation des denrées alimentaires

Contenu: I – Généralités II – Séchage


126

2.1. Principe du séchage 2.2. Séchage par ébullition 2.3. Séchage par entrainement III – stockage des produits végétaux 3.1. Stockage des grains 3.2. Stockage des fruits et légumes IV – Travaux diriges

V. Détermination des caractéristiques de l’air humide : Utilisation de Diagramme de Mollier-Ramzin

VI. Calcul des séchoirs : co-courant, courant croisé et contre-courant VII. Calcul d’un magasin de stockage : sans ventilation et avec ventilation

Références bibliographiques :. 1. ACCT : L’amélioration des systèmes post-récoltes en Afrique de l’Ouest 2. AUPELF : Conservation des denrées alimentaires cultivées en climat chaud et humide 3. BOCKELEE Morvan (A) : Séchage et stockage de l’arachide 4. CRUZ (J.F.) : Le stockage du grain 5. CRUZ (J.F.) et DIOP (A) : Génie agricole et développement technique d’entreposage 6. F. GARIBOLDI : L’étuvage du riz 7. Mémento de l’Agronome


Intitulé de l’UE 8.3: SCIENCES POUR L'INGENIEUR IAA II Domaine/Grade/mention concernée :



RASOARAHONA Jean Roger Emile Professeur Titulaire : +261 20 24 393 53 E-mail : [email protected]


Statut de l’UE :




Valeur en crédits : 06 (Six) Nature des activités pédagogiques :

Nom & prénoms des Enseignants



BAKAR II Froid Industriel 45 90

RASOARAHONA Jean R. E. Opérations unitaires du GIA

45 90

Total 90 180

Crédit 06


EC Nature Continu


Rattrapage


Froid Industriel Ecrit oui 40 %

Opérations unitaires du GIA Ecrit oui 60 % Objectifs de l’UE :

L’étudiant sera capable d’utiliser les outils pour maîtriser les sciences de l’ingénieur.


127

Syllabus :

EC : Froid Industriel

Objectifs visés: Connaissance de la maîtrise de l’application du froid dans les différentes industries alimentaires

Pré-requis : : Mathématiques ; Physique

Contenu: I. INTRODUCTION II. PRODUCTION DU FROID

III. TECHNOLOGIE DES MATERIELS FRIGORIFIQUES IV. CONSTRUCTIONS ISOTHERMIQUES ET BILANS FRIGORIQUES V. APPLICATIONS DU FROID

Travaux dirigés

Références bibliographiques :. - Dossier technique n°3 : Transformation du poisson à petite échelle - P. RAPIN, P. JACQUARD : Aide-mémoire formulaire du froid - A. ZWICKER, L. NEUMANN : Kühlanlagen - JASPER, PLACZEK : Kältekonservierung von Fleisch - GRÖSCHNER, SCHULZE: Pflanzliche Lebensmittelkältekonserviert - G. POSTOLSKI : Gefrieren von Lebensmitteln


EC : Opérations unitaires du GIA (GIA III)

Objectifs visés: Réalisation d’un cas d’opération unitaire en autonomie

Pré-requis : Mathématique ; Physique ; GIA I et GIA II

Contenu: 1 – GENERALITES

Altération des aliments Type de microorganismes Facteurs influençant le développement des microorganismes

2 – DESTRUCTIONS THERMIQUE DES MICROORGANISMES Destruction à température constante Influence de la température Relation temps – température

3 – PENETRATION DE LA CHALEUR ET DETERMINATION DES BAREMES DE STERILISATION

Produits liquides en vrac Produits préemballés

4 – PROCEDES ET APPAREILS Traitement des produits préemballés Traitement des produits en vrac

DECANTATION ET CENTRIFUGATION 1 – DECANTATION SOUS L’EFFET DE LA PESANTEUR 2 – DECANTATION CENTRIFUGE

DISTILLATION 1 – GENERALITES 2 – DISTILLATION CONTINUE D’UN MELANGE BINAIRE 3 – AUTRES TYPES DE DISTILLATION 4 – PROCEDES ET APPAREILS

TECHNIQUES DE FILTRATION 1 – GENERALITES 2 – CINETIQUE DE LA FILTRATION 3 – APPAREILS DE FILTRATION


128

4 – ULTRAFILTRARION ET OSMOSE INVERSE Travaux dirigés



Intitulé de l’UE 8.4: EVALUATION DE LA QUALITE 1 Domaine/Grade/mention concernée :



RANDRTIATIANA Richard Maitre de Conférences : E-mail :


Statut de l’UE :




Valeur en crédits : 07 (Sept) Nature des activités pédagogiques :

Nom & prénoms des Enseignants Matières (EC)

Volume horaire (VH)

Présentiel Travail

personnel

RANDRIATIANA Richard Analyse Sensorielle 30 60

RAONIZAFINIMANANA Beatrice RASOARAHONA Felambohangy

Méthodes d'Analyse Physico-Chimiques (Non Instrumental)

30 60

RAMANOELINA Panja Méthodes d'Analyse Physico-Chimiques (Instrumental)

15 30

RAZAFINDRAJAONA Jean Marie Analyse Microbiologique des Aliment

15 30

RANDRIAMAHOLISOA Charles Traitement de Données Expérimentales

15 30

Total 105 210

Crédit 07

(1) A définir pour chaque matière (stage, projet tutoré, voyage d’étude, conférences…)


EC Nature Continu


Rattrapage


Analyse Sensorielle Ecrit non oui oui 28,6 %

Méthodes d'Analyse Physico-Chimiques (Non Instrumental)

Ecrit non oui oui 28,6 %

Analyse Microbiologique des Aliment


Méthodes d'Analyse Physico-Chimiques (Instrumental)



129

Traitement de Données Expérimentales


Objectifs de l’UE :

L’apprenant sera capable d’utiliser toutes les techniques d’analyses. Syllabus :

EC : Analyse Sensorielle

Objectifs visés: Maîtrise de toutes mesures sensorielles et toutes les épreuves pouvant caractériser le produit analysé

Pré-requis : Connaissance des caractéristiques des denrées agricoles

Contenu: I. GENERALITES

1. Caractéristiques des produits alimentaires 2. Définitions et buts 3. Propriétés générales des Systèmes Sensoriels 4. Métrologie sensorielle

II. ORGANISATION PRATIQUE DE LA MESURE SENSORIELLE 1. Sujets (Jury) 2. Durée de la séance et charge de travail 3. Présentation des échantillons 4. Personnel 5. Environnement

III. EPREUVES DISCRIMINATIVES ET DESCRIPTIVES 1. Choix de l’épreuve 2. Epreuves discriminatives 3. Epreuve de classement 4. Evaluation de l’Intensité d’une grandeur sensorielle simple 5. Evaluation de l’Intensité d’une grandeur sensorielle complexe 6. Mesure de similitude

IV. EPREUVES HEDONIQUES 1. Organisation des épreuves hédoniques 2. Choix de l’épreuve 3. Epreuves

CONCLUSION GENERALE Travaux dirigés


EC : Méthodes d'Analyse Physico-Chimiques

Objectifs visés: - Maîtrise des manipulations en laboratoire pour contrôler les denrées alimentaires en suivant les

normes internationales (AFNOR, ISO, CEN). A la fin de leurs études les étudiants pourront devenir responsables d’un laboratoire de contrôle physico-chimique des denrées alimentaires. Peuvent devenir des spécialistes en contrôle de qualité.

- Analyse de certains types de denrées alimentaires Pré-requis :

- Connaissances de tous les matériels d’analyses au laboratoire ; fonctionnement d’un laboratoire d’analyse

- Mécanismes réactionnels en Chimie Contenu:

Définition de laboratoire Rôles du laboratoire Secteurs d’intervention du laboratoire Organisation du laboratoire et appareillages Opérations mécaniques au laboratoire

Triage ; Tamisage ; Filtration ; Décantation et Centrifugation ; Distillation ; Extraction. Différentes mesures au laboratoire


130

Dosages gravimétriques Dosages volumétriques Réfractométrie Densimétrie Polarimétrie

Travaux dirigés


EC : Analyse Microbiologique des Aliments

Objectifs visés: Maîtrise des manipulations en laboratoire pour contrôler les denrées alimentaires en suivant les normes internationales (AFNOR, ISO, CEN). A la fin de leurs études les étudiants pourront devenir responsables d’un laboratoire d’analyses microbiologiques des denrées alimentaires. Peuvent devenir des spécialistes en contrôle de qualité bactériologique.

Pré-requis : Connaissances de tous les matériels d’analyses microbiologiques au laboratoire ; fonctionnement d’un laboratoire d’analyse microbiologique ; connaissance de milieux de culture

Contenu: - La connaissance du monde microbien - Les analyses microbiologiques

Les micro-organismes recherchés

La signification d'une analyse - Le travail aseptique

Les règles d'hygiène

Le matériel utilisé

Les techniques de base en microbiologie

Les Bonnes Pratiques de Laboratoire - L'analyse microbiologique

Les techniques de dénombrement en milieu solide (microorganismes étudiés : flore totale, entérobactéries, coliformes, Escherichia coli, staphylocoques, anaérobies sulfito-réducteurs, levures et moisissures)

Les techniques de recherche (Salmonella, Listeria)

Démonstration de la technique de filtration sur membrane

Les incubations

Les lectures et l'expression des résultats - Les milieux de culture

Préparation d’un milieu de culture

Stérilisation et décontamination - Les examens microscopiques

Principe

Observations de coloration de Gram Méthodes normalisées et méthodes alternatives

Travaux dirigés


EC : Méthodes d'Analyse Physico-Chimiques

Objectifs visés: Maîtrise des techniques d’analyses utilisant des instruments ou appareillages plus sophistiqués sur la SEPARATION de Produits et ensuite leur IDENTIFICATION

Pré-requis : Physique ; Mathématique ; Chimie (nomenclature et réactions)

Contenu: I- INTRODUCTRION II- CHROMATOGRAPHIE

2.1- Types de chromatographie 2.2- Chromatographie en phase gazeuse 2.3- HPLC


131

III- SPECTOGRAPHIE 3.1- Spectophotometrieultraviloette (UV) 3.2- Spectrométrie infra-rouge (IR) 3.3- Spectrométrie de masse 3.4- Spectrométrie de résonance magnétique nucléaire 3.5- Spectrométrie d’absorption atomique (AAS)

Travaux dirigés


EC : Traitement de Données Expérimentales

Objectifs visés: - Acquisition des principales techniques de statistique descriptive univariée, bivariée, et

multivariée. - Savoir l’utilisation des commandes de base du Langage R et leurs applications à des statistiques

descriptives pour l’analyse des données Pré-requis : Statistiques

Contenu: I. Initiation au Logiciel R : Les objets, les graphiques, les analyses statistiques, les packages, les

tests, la programmation, les interfaces graphiques. II. Statistique descriptive univariée (mode, moyennes, médiane, quantiles,variance, écart-type,

moments, paramètre d’aplatissement (kurtosis, changement d’origine et d’unité) ; III. statistique descriptive bivariée : Série statistique bivariée, représentation graphique de deux

variables, analyse des variables, corrélation, droite de régression, résidus et valeurs, sommes de carrés et variances, décomposition de la variance , deux variables qualitatives , données observées, tableau de contingence, tableau des fréquences, profils lignes et profils colonnes, effectifs théoriques et khi-carré

IV. statistiques multifactorielles (Analyse en Composantes Principales, Analyses Factorielles des Correspondances, Classification hiérarchique, Analyse Discriminante)

Travaux dirigés

Eléments de pédagogie : plan, résumé du cours, exercices d’application et sujets des exercices

Intitulé de l’UE8.5 : ENVIRONNEMENT TECHNIQUE DE L'ENTREPRISE AA Domaine/Grade/mention concernée :



RANDRIAMAHOLISOA Charles Maitre de Conférences : E-mail :


Statut de l’UE :




Valeur en crédits : 07 (Sept) Nature des activités pédagogiques :

Nom prénoms des Enseignants Matières (EC)

Volume horaire (VH)

C TD TP Autres Total Travail

personnel


Automation – Régulation

10 5 15 30


Robotique et Intelligence Artificielle

10 5 15 30


132


Recherche opérationnelle

10 5 15 30

BAKAR II Maintenance Industrielle

15 15 30

BAKAR II Traitement et Epuration des Effluents

15 15 30

BAKAR II Impact environnemental des Entreprises IAA

10 5 15 30

RANDRIATIANA Richard

Nettoyage et désinfection

15 15 30

Total 85 20 105 210 Crédit 07


EC Nature Continu


Rattrapage


Automation – Régulation écrit non oui oui 14,3 %

Robotique et Intelligence Artificielle

écrit non oui oui 14,3 %

Recherche opérationnelle écrit non oui oui 14,3 %

Maintenance Industrielle écrit non oui oui 14,3 %

Traitement et Epuration des Effluents


Impact environnemental des Entreprises IAA


Nettoyage et désinfection écrit non oui oui 14,3 % Objectifs de l’UE :

L’apprenant sera capable d’utiliser la robotique dans le but d’améliorer la production Syllabus :

EC : Automation – Régulation

Objectifs visés: Savoir piloter les organes de commandes d’une machine ou d’un atelier de production en fonction d’un état souhaité et de l’évolution réelle du système à commander

Pré-requis : Mathématiques

Contenu: 1. Algèbre de Boole, systèmes de numération binaire et hexadécimal ; les fonctions

logiques, réalisations technologiques 2. Régulation : Schémas de représentation, Caractéristiques statiques et dynamiques d'un

procédé, Régulation Proportionnelle Intégrale Dérivée - PID, Méthodes simples de détermination des actions PID, Étude de divers types de boucles de régulation.

3. Asservissement : Equations d’un système linéaire, Réponse temporelle des systèmes, Réponse fréquentielle d’un système, Etude de quelques systèmes particuliers, Techniques de correction.

Travaux dirigés


EC : Robotique et Intelligence Artificielle

Objectifs visés: Acquérir des connaissances sur les notions de base de la robotique, ainsi que sur les techniques classiques.

Pré-requis : Mathématiques et Informatique

Contenu: 1 –Constituants des robots.


133

2 – Bras manipulateurs 3 – Générations de trajectoires 4 – Senseurs 5-Systèmes Experts 6- Représentation des connaissances 7- Apprentissage 8 - Formalisation.

Travaux dirigés


EC : Recherche opérationnelle

Objectifs visés: Acquérir des connaissances sur les analyses professionnelles de faisabilité ou d’optimisation et les techniques pour la modélisation et la résolution des problèmes.

Pré-requis : Mathématiques et informatique générale

Contenu: 1 – Théorie des graphes, modélisation, plus court chemin, plus long chemin, , problème de flots. 2 – Programmation linéaire : modélisation, dualité, simplexe, complément sur simplexe. 3 –Programme auxiliaire 4 –Analyse post-optimale 5-Programmation en nombres entiers : méthode de Branch and Bound, méthode des coupes 6- Programmation dynamique 7-Les modèles non linéaires

Travaux dirigés


EC : Maintenance Industrielle

Objectifs visés: Réalisation de la maintenance en autonomie

Pré-requis : Connaître les machines industrielles à travers les visites d’usines

Contenu: I – GENERALITES ET DEFINITIONS II – GESTION TECHNIQUE DE LA MAINTENANCE III – GESTION ECONOMIQUE DE LA MAINTENANCE IV – GESTION HUMAINE DE LA MAINTENANCE V – TRAVAUX DIRIGES

Travaux dirigés


EC : Traitement et Epuration des Effluents

Objectifs visés: Préparation et approfondissement du cours ; études de documents pour discussion pendant le cours, travail individuel.

Pré-requis : Connaître l’utilisation de l’eau dans une usine à travers les visites d’unités industrielles

Contenu: I – GENERALITES II – TRAITEMENTS DES EAUX POTABLES, INDUSTRIELLES ET DE PROCESS III – EPURATIONS DES EAUX RESIDUAIRES URBAINES IV – EPURATIONS DES EAUX USEES INDUSTRIELLES

Travaux dirigés


EC : Impact environnemental des Entreprises IAA


134

Objectifs visés: Capacité d’implantation d’une industrie agro-alimentaire écologique

Pré-requis : Connaissances des entreprises IAA et leurs environnements à travers les voyages d’études et visites d’usines

Contenu: I– Généralités

- Situation actuelle à Madagascar et dans le monde - Textes réglementaires internationaux et nationaux sur le respect de l’environnement

(Protocoles, conventions, lois, décrets, …) II – Nature des déchets IAA

- Type, sources et conséquences III – Traitements

- Déchets liquides - Déchets solides - Déchets gazeux

IV – Respect et application des textes en vigueur à Madagascar : Décret MECIE Travaux dirigés


EC : Nettoyage et désinfection

Objectifs visés: Maitriser l’hygiène et les techniques de désinfection dans une usine agroalimentaire

Pré-requis : Hygiène générale, industries des corps gras (savonnerie)

Contenu: I . GENERALITES

1. Introduction 2. Définitions 3. Cinétique du nettoyage et de la désinfection

II. COMPOSANTS D’UN DETERGENT 1. Squelette alcalin 2. Squelette acide 3. Agents de surface 4. Additifs divers

III. DESINFECTANTS 1. Composés chlorés 2. Iode et iodophore 3. Agents oxydants non halogènes 4. Aldéhydes 5. Biguanidines 6. Alcools 7. Composés d’ammoniums quaternaires 8. Savon ampholyres

IV. RESISTANCE BACTERIENNEAUX DESINFECTANTS 1. Résistance naturelle 2. Résistance pratique

V. PROCEDES DE NETTOYAGE ET DE DESINFECTION 1. Choix de molécules désinfectantes 2. Réalisation pratique

VI. HYGIENE ALIMENTAIRE 1. Généralités sur l’hygiène 2. Mise en place de l’hygiène

Travaux dirigés

Références bibliographiques :.



135

Intitulé de l’UE 8.5 : OPTIONNELLES LIBRES 2 Domaine/Grade/mention concernée :





Statut de l’UE :


Génie des Procédés et Technologies de Transformation

Optionnel Fondamentale S7




personnel

EC1 au choix 15 30

EC2 au choix 15 30 Total 30 60

Crédit 02


EC Nature Continu


Rattrapage


EC1 Ecrit ou oral oui Oui 50%

EC2 Ecrit ou oral oui oui 50% Objectifs de l’UE : pour que les apprenants puissent choisir des EC qu’ils choisissent et établissent avec l’aide de son encadreur Intitulé de l’UE 9.1: CREATION ET GESTION D'ENTREPRISES AGRO-ALIMENTAIRES Domaine/Grade/mention concernée :





Statut de l’UE :








136

Nom et Prénoms des Enseignants



RAMAROSON Randrianary Jean Baptiste

Ingénierie Agro-Alimentaire 30 60

RAZAFIARIJAONA Jules

Socio-Juridique d'Entreprise 30 60

RAZAFIMBELO Florent

Business Plan de Projets Agro-Alimentaires*

15 30

RAZAFIMBELO Florent

Gestion Financière, de la Production et des Stocks*

15 30

Total 90 180

Crédit 06


EC Nature Continu


Rattrapage


Ingénierie Agro-Alimentaire Ecrit Non Oui Oui 33,3 %

Socio-Juridique d'Entreprise Ecrit Non Oui Oui 33,3 %

Business Plan de Projets Agro-Alimentaires*

Ecrit Oui Non Oui 16,7 %

Gestion Financière, de la Production et des Stocks*

Ecrit Oui Non Oui 16,7 %

- Objectifs de l’UE :

- Les futurs ingénieurs doivent être capables de monter un projet technique et financière d’une unité de transformation Agro-Alimentaire.

- Diriger une équipe d’ingénierie et d’analyser si le projet est intéressant ou non du point de vue technique et financier

Syllabus :

EC : Ingénierie Agro-Alimentaire

Objectifs visés: Etre capable:

- d’élaborer les processus de fabrication d’un produit alimentaire (le savoir, le savoir-faire et savoir-faire faire la technique de fabrication ou les techniques de conservation)

- de monter un projet technique et financière d’une unité de transformation Diriger une équipe d’ingénierie et d’analyser si le projet est intéressant ou non du point de vue technique et financier.

Pré-requis : Connaissance sur la chimie des aliments ; Evaluation des projets en IAA

Contenu : - Définition - Historique - Aide-mémoire récapitulatif - Contexte et historique du projet - Étude de marché et politique de marketing - Matériaux utilisés - Lieu d’implantation ; site et environnement - Dossier technique du projet - Organisation et frais généraux - Ressources humaines - Calendrier de mise en œuvre - Évaluation financière et économique - VAN, TRI, IP, DRCI (faisabilité, rentabilité, profitabilité etc…)

Travaux dirigés




137

EC : Socio-Juridique d’Entreprise

Objectifs visés : Acquisition des concepts de base de l’Organisation et de ses déclinaisons sur la gouvernance des comportements des acteurs.

Pré-requis : Structure et organisation d’une entreprise connues lors des visites d’usines

Contenu : • Théorie des Composantes organisationnelles (sommet stratégique, ligne hiérarchique, technostructure, logistique, centre opérationnel) • Flux organisationnels (flux formel, flux régulé, flux des communications informelles, flux des constellations) • Processus organisationnel (ajustement mutuel, supervision directe, standardisation des procédés, des qualifications et des résultats) • Equations comportementales et les Normes de comportements organisationnels (déterminants individuels et collectifs, motivations, structures et rapports de pouvoir, logiques d’actions et stratégies, normes de comportements) • Théorie des Institutions (institution procédurale, organique, régulative, constitutive, programmée, spontanée).

Travaux dirigés

Références bibliographiques :. • MINTZBERG H, Structure et dynamique des organisations, Les Editions d’Organisation, 1982 • TURNER J, Théorie des institutions, WORDS POLITICS, 1993 • BERNOUX P, Sociologie des organisations, Troisième Edition SEUIL, 1985 • GRAWITZ M, Méthodes des sciences sociales, Huitième Edition, 1990

Eléments de pédagogie : Cours magistral

EC : Business Plan de Projets Agro-Alimentaires

Objectifs vises : A l’issue de la formation, les étudiants seront capables de : - Concevoir un projet de la filière IAA - Comprendre le mécanisme du suivi, d’évaluation d’un projet IAA - Réalisation des techniques de management d’un projet IAA

Pré-requis : Les techniques qualitatives de gestion : comptabilité ; mathématiques ; informatique. Politique générale de l’entité

Contenu : Etude générale et caractéristique du projet IAA • Structure d’un projet • Elaboration d’un projet • Typologie des projets IAA • Organisation et les différentes filières IAA • Suivi et évaluation d’un projet La rentabilité du projet • Calcul financier • Choix d’investissement • Management d’un projet • Méthode d’ordonnancement • Etudes de cas

Travaux dirigés


- J.P.THOMMENS , 1991, Economie d’entreprise axée sur la gestion, Publication Chambre Suisse, 652p.

- G. VALLET, 2005, Techniques d’analyses de projets, édition Dunod - M. WARD,1995, 50 techniques essentielles de gestion, édition Vecchi - J.C. CORBEL, 2006, Management de projets, édition Eyrolles p. 230

Eléments de pédagogie :Cours magistraux et exercices : études de cas


138

EC : Gestion Financière, de la Production et des Stocks

Objectifs vises : - Maîtriser les techniques fondamentales de l’approvisionnement, la production et le contrôle d’une entité - Savoir analyser le processus de production - Aider à la prise de décision pour améliorer la gestion de l’entité

Pré-requis : Les techniques qualitatives de gestion : comptabilité ; mathématiques ; informatique. Organisation d’une entité

Contenu : Notions théoriques : - Introduction : les activités de l’entité - Organisation de la fonction-production - Gestion de production - Gestion d’approvisionnement - Contrôle de gestion Techniques de gestion : - Rappel de calcul de coûts - Séries chronologiques - Coût de revient - Programmation linéaire

- Budget Travaux dirigés


- VIZZAVONA, 1992, Gestion financière, édition ATOL, p. 692 - T. CUYAMBERE, J. MULLER, 1993, Contrôle de gestion, Tome 1 et Tome 2, édition La

Villeguerin, p.454 - D. WIERNER, 1978, édition CEDES, p. 190

Eléments de pédagogie : Cours magistraux et exercices : études de cas

Intitulé de l’UE 9.2 : SCIENCES DES ALIMENTS II Domaine/Grade/mention concernée :



RAHOERASON Mamy Maitre de Conférences : E-mail :


Statut de l’UE :




Valeur en crédits : 05 (Cinq) Nature des activités pédagogiques :

Matières (EC)

Volume horaire (VH)

Nom et Prénoms Présentiel Travail personnel

RAHOERASON Mamy Nutrition et Toxicologie 30 60

RAHOERASON Mamy Additifs Alimentaires 15 30


Emballage et Conditionnement

30 60

Total 75 150


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Crédit 05


EC Nature Continu


Rattrapage


Nutrition et Toxicologie Ecrit Oui Oui Oui 40 %

Additifs Alimentaires Ecrit Oui Oui Oui 20 %

Emballage et Conditionnement

Ecrit Oui Oui Oui 40 %

Objectifs de l’UE : Connaissance sur la science des aliments et la protection ou conservation des aliments Syllabus :

EC : Nutrition et toxicologie

Objectifs visés : Compétences visées

- Donner des informations précises sur les besoins énergétiques et les éléments des dépenses, sur l’établissement des besoins nutritionnels, sur les modalités permettant de couvrir ces besoins

- Se familiariser avec ce domaine pour permettre de suivre et de discuter un programme alimentaire ou des travaux de nutrition

- Donner des informations sur les destinées dans l’organisme, des xénobiotiques utilisés dans les industries agro-alimentaires (absorption, répartition, métabolisme, bioactivation, excretion) ; sur les classes des contaminants des aliments et les toxiques rencontrés

- Se familiariser avec ce domaine pour permettre de suivre et de discuter le cadre réglementaire de la toxicologie (droit de l’alimentation) ou l’action de la sécurité alimentaire

Pré-requis : Bases scientifiques sur la chimie, la biologie, la biochimie alimentaire, la physiologie, le métabolisme

Contenu : Nutrition :

I – Besoins énergétiques et éléments de la dépense II – Glucides III – Lipides IV – Protéines

Toxicologie : I – Comportement des substances toxiques chez l’homme II – Evaluation des risques toxiques III – Les principaux types de substances « à potentialités toxiques rencontrées dans les aliments » IV – Législation

Travaux dirigés

Références bibliographiques :. - DUPIN H., CUQ J.L., MALEWIAK M.I, LEYNAUD-ROUAUD C., BERTHIER A.M. Alimentation et Nutrition Humaines, 1992 - ADRIAN J., FRANGNE R. La Science Alimentaire de A à Z Tec & Doc – Lavoisier 1986 - BERNARD A., CARLIER H. Aspects Nutritionnels des Constituants des Aliments. Influences des Technologies, 1992 - DERACHE R. Toxicologie et Sécurité des Aliments. Tec & Doc – Lavoisier 1988


EC : Additifs Alimentaires

Objectifs visés : - Donner des informations sur l’utilisation d’un additif, les conditions d’admissibilité, les normes des additifs autorisés ; sur le protocole d’essais pour la détermination de la toxicité en vue de la protection des consommateurs - Se familiariser avec ce domaine pour permettre de suivre et de discuter les problèmes de salubrité et de toxicité des produits mis sur le marché


140

Pré-requis : Notion de bases de la chimie structurale, la biochimie, la nutrition, la conservation et la qualité des aliments

Contenu : I. Problématique générale et réglementation

II. Additifs de conservation III. Additifs à finalité organoleptique IV. Additifs à finalité diététique V. Auxiliaires technologiques

Travaux dirigés

Références bibliographiques :. LORIENT D. , COLAS B., LE MESTE M. Propriétés Fonctionnelles des Macromolécules Alimentaires


EC : Emballage et Conditionnement

Objectifs visés : - Comprendre l’utilité ou les fonctions de l’emballage et conditionnement dans les industries alimentaires, même dans la vie quotidienne - Choisir les matériaux d’emballages adéquats a ses produits - Lire et comprendre les informations sur les étiquettes - Donner les informations obligatoires ou nécessaires pour un produit destiné à la vente

Pré-requis : Chimie des aliments

Contenu :

- HISTORIQUE ET DEFINITION DE L’EMBALLAGE ET CONDITIONNEMENT - ROLE ET FONCTION DE L’EMBALLAGE - ĖTIQUETAGE DES DENRĖES ALIMENTAIRES PRĖEMBALLĖES - MATERIAUX D’EMBALLAGE

Travaux dirigés


Eléments de pédagogie : pédagogie active

Intitulé de l’UE 9.3 : BIOTECHNOLOGIE ET TECHNOLOGIE PAR FILIERE Domaine/Grade/mention concernée :





Nom et Prénoms Diplôme Grade Rattachement Spécialité Type

d’intervention Matières


RANAIVOSON Roger Lalao

TOUS LES ENSEIGNANTS

Statut de l’UE :



141




Valeur en crédits : 13 (Treize) Nature des activités pédagogiques :



Biotechnologie II 30 60

Energies renouvelables 15 30 Bio ingénierie 15 30

Les principales filières IAA 135 270 Total 195 390

Crédit 13


EC Nature Continu


Rattrapage


Biotechnologie II Ecrit Oui Oui Oui 15,4 %

Energies renouvelables Rapport Oui Oui Oui 7,7 %

Bio ingénierie Ecrit Oui Oui Oui 7,7 %

Les principales filières IAA Ecrit et Oral

Oui Oui Oui 69,2 %

Objectifs de l’UE : Se rendre compte de la nécessité de la normalisation de la biotechnologie, Capable de formuler on produit alimentaire Syllabus :

EC : Biotechnologie II

Objectifs visés : Les élèves ingénieurs IAA seront capables de :

1- Saisir les problèmes du développement industriel de la biotechnologie ; 2- Décrire les percées scientifiques du développement de la biotechnologie 3- Situer l’état actuel de la biotechnologie et de la bio-industrie

Se rendre compte de la nécessité de la normalisation de la biotechnologie Pré-requis :

Sciences pour l’ingénieur Contenu :

Chap 0 : Présentation générale du cours Chap 1 : Biotechnologie et Bioindustries Chap 2 : Les percées scientifiques et le développement de la Bioindustries Chap 3 : Etat actuel de la Biotechnologie et leurs applications Chap 4 : Exemple d’application de la biotechnologie dans le domaine de la Bioindustries Chap V : Les actions entreprises dans le monde dans le domaine de la biotechnologie Chap VI : Biotechnologie et Normalisation Chap VII : Cas concrets :

- Application de la biotechnologie en production microbienne - Application de la biotechnologie en production végétale - Application de la biotechnologie en production animale - Application de la biotechnologie en production en Agroalimentaire et Agro-industrie - Application de la biotechnologie en médecine, pharmacologie, cosmétologie et

Chimie fine - Application de la biotechnologie en environnement, biotechnologie traditionnelle

malgache Travaux dirigés


EC : Energies renouvelables

Objectifs visés : Au terme de ce cours, les élèves ingénieurs IAA seront capables de :


142

E Définir et décrire l’historique et l’évolution de l’énergétique E Reconnaitre et Maîtriser les différentes sources énergétiques renouvelables 3- Discuter des cas concrets

Pré-requis : Connaissance des matières premières pouvant fournir des énergies renouvelables à travers les cours et les cas déjà étudiés (Mémoire….)

Contenu : Chapitre 1 : Généralités, historique et évolution de l’énergétique Chapitre 2 : Energie solaire Chapitre 3 : Energie éolienne Chapitre 4 : Energie hydraulique Chapitre 5 : Biogaz Chapitre 6 : Cas concret à Madagascar.

Travaux dirigés


EC : Bioingénierie

Objectifs visés : Les élèves ingénieurs IAA seront capables de : 1-Retracer l’évolution de l’exploitation des agents biologiques 2-Reconnaître et décrire quatre éléments de base d’une bio-industrie ; 3-Concevoir et mettre en œuvre une bio-industrie opérationnelle 4-Conduire une fermentation industrielle type 5-Constituer les éléments essentiels du coût de production

Pré-requis : Ingénierie agro-alimentaire et GIA

Contenu : Chapitre 1 : Les substrats

11- Les éléments des milieux 12- Choix des substrats naturels et artificiels 13-Optimisation et stérilisation

Chapitre 2 : Les agents biologiques 21- Classification, préparation et formes d’utilisation 23- Contrôle de qualité

Chapitre 3 : Les bioréacteurs et installations annexes 31- Les systèmes de fermentation 32- Les bioréacteurs à substrats solides 33- Les bioréacteurs à substrats liquides 34- Les contrôles de la bioconversion et installations annexes

Chapitre 4 : Les produits 41- Classification, techniques de séparation et de purification des produits de la bioconversion 42- Traitements des effluents

Chapitre 5 : L’ingénierie 51- Les éléments composants (biotiques et abiotiques) 52- Le changement d’échelle (du laboratoire à l’industrie) et éléments économiques 53- Cas concrets sur les fermentations industrielles types

Travaux dirigés



EC : Introduction à l’étude de filières

Objectifs visés : - Comprendre les principales voies technologiques des produits agricoles - Etudes de cas

Pré-requis : Biochimie Structurale et Métabolique, Biologie et Physiologie Animales, Chimie Biochimie Alimentaire, Microbiologies Générale et Alimentaire, Génie des Procédés, Ingénierie, Biotechnologie


143

Contenu : 1- Sélection des filières à analyser 2- Présentation sous forme géographique des différents aspects et caractéristiques de la filière

retenue 3- Détermination des coûts, marges et analyse 4- Analyse des technologies, des savoirs et les pistes d’amélioration 5- Analyse des revenus au sein de la filière 6- Analyse de l’emploi dans la filière 7- Analyse de la gouvernance (réglementation, répartition du pouvoir, volet institutionnel) et

des services 8- Mise en évidence des différents liens d’affaires

Travaux dirigés


EC : Les principales filières IAA

Objectifs visés :

Pré-requis : Biochimie Structurale, Biologie et Physiologie Animales ; Chimie Biochimie Alimentaire ; en Microbiologies Générale et Alimentaire ; Génie des Procédés ; Ingénierie ; Biotechnologie

Contenu : 1. INDUSTRIE DES FRUITS ET LEGUMES 2. INDUSTRIE DES HUILES ESSENTIELLES 3. INDUSTRIE DES CEREALES ((meunerie, semoulerie, amidonnerie-glutennerie, alimentation

animale, organismes stockeurs, boulangerie industrielle, biscuiterie, etc.) 4. INDUSTRIE DE BOISSONS GAZEUSES NON ALCOOLIQUES 5. INDUSTRIE DES BOISSONS ALCOOLIQUES (Fermentation) 6. INDUSTRIES SUCRIERES 7. DISTILLATION – DISTILLERIE 8. INDUSTRIES LAITIERES 9. CHOCOLATERIE, CONFISERIE 10. VANA (Valorisation Agricole Non Alimentaire)

Travaux dirigés



Intitulé de l’UE 9.4 : CAS CONCRETS Domaine/Grade/mention concernée :



RAONIZAFINIMANANA Béatrice Professeur Titulaire : +261 33 12 812 39 ou +261 34 15 980 17 E-mail : bé[email protected]

Equipe pédagogique : Tous les enseignants du département des IAA Statut de l’UE :







personnel

mailto:bé[email protected]


144

Voyage d’Etudes SUD 25 25 65

Voyage d’Etudes EST 25 25 65 Total 50 50 130

Crédit 04


EC Nature Continu


Rattrapage


Voyage d’Etudes SUD Rapport Non Oui Non 50 % Voyage d’Etudes EST Rapport Non Oui Non 50 %

Intitulé de l’UE 9.5 : METHODOLOGIE DE RECHERCHE 2 Domaine/Grade/mention concernée :



RAMAROSON Randrianary Jean Baptiste Maitre de Conférences : +261 33 11 43820 E-mail : [email protected] RAONIZAFINIMANANA Béatrice Professeur Titulaire : +261 33 12 812 39 ou +261 34 15 980 17 E-mail : bé[email protected]


Statut de l’UE :



Optionnel Fondamentale S9

Valeur en crédits : 02 (Deux) Nature des activités pédagogiques :

Nom et Prénoms des Enseignants



RAONIZAFINIMANANA Beatrice

Rédaction scientifique 15 30


Enquêtes et expérimentation 15 30

Total 30 60 Crédit 02


EC Nature Continu


Rattrapage


Rédaction scientifique Exposé Oral + Rapport

Oui Non Non 50 %

Enquêtes et expérimentation

Rapport Non Oui Non 50 %

Objectifs de l’UE : Le principal objectif de cette UE est de donner aux étudiants les connaissances théoriques et pratiques nécessaires pour réaliser un travail de recherche. Ils pourront ainsi choisir le type de dispositif expérimental à pratiquer, le traitement des données, la rédaction et la publication des résultats obtenus. Syllabus :



145

EC : Rédaction scientifique

Objectifs visés: Savoir rédiger un texte ou un article scientifique

Pré-requis : Langue française ; connaissances de vocabulaires et possession de bagages scientifiques bien déterminés

Contenu: 1. Généralités 2. Recherche et rédaction 2.1. Elaboration et conduite de la recherche 2.2 Structurer la rédaction et respecter un plan de rédaction 2.3. Rédiger 2.5. Mots-clés 2.6. Le résumé 2.7. Comment numéroter les chapitres 2.8. Le graphisme 2.9. Comment faire la bibliographie ? 2.10. Les annexes 2.11. Comment faire la liste des auteurs ? 2.12. Les remerciements 2.13. L'adresse 2.14. La table des matières 2.15. Le sommaire 2.16. La forme du manuscrit à soumettre à une publication

Travaux dirigés


EC : Enquêtes et expérimentation

Objectifs visés:

Pré-requis : Bonne connaissance en langue française ou langue maternelle

Contenu:

Définition

Présentation de la recherche et Construction

Premiers résultats d’enquêtes - Effets de contexte - Place de la réponse médiane - Réponse « sans avis » - Omission de la réponse médiane - Omission de la réponse médiane et présentation de la réponse « sans avis » à la fin

Analyse et expression des résultats

Discussion Travaux dirigés



Intitulé de l’UE 10.0 : MEMOIRE DE FIN D'ETUDES Domaine/Grade/mention concernée :



- RAMAROSON Randrianary Jean Baptiste Maitre de Conférences : +261 33 11 43820

http://fr.wikipedia.org/wiki/Enqu%C3%AAte_%28psychologie%29#D.C3.A9finition

http://fr.wikipedia.org/wiki/Enqu%C3%AAte_%28psychologie%29#Construction

http://fr.wikipedia.org/wiki/Enqu%C3%AAte_%28psychologie%29#Analyse_et_expression_des_r.C3.A9sultats

http://fr.wikipedia.org/wiki/Enqu%C3%AAte_%28psychologie%29#Critiques


146

E-mail : [email protected]

- + Responsable Mention IAA Equipe pédagogique :

- Dr. Randrianary Jean Baptiste RAMAROSON - Dr. BAKAR II - Dr. RABE Ravelona Manda - Dr. Mamy Vony Hanta RAHOERASON - Prt. Armand. R. Panja RAMANOELINA - Dr. Charles Oyvern RANDRIAMAHOLISOA - Dr. Richard RANDRIATIANA - Prt. Béatrice RAONIZAFINIMANANA - Prt. Jean Roger E. RASOARAHONA - Dr. Fanjaniaina Fawbush RAZAFIMBELO - Pr. Jean Marie RAZAFINDRAJAONA - Dr. Dina Gayllor RAZAFIMAMONJISON - Enseignant Vacataire (non permanents)

Statut de l’UE :




Valeur en crédits : 30 (Trente) Nature des activités pédagogiques :



personnel

Mémoire de Fin d'Etudes 300 300 1050 Total 300 300 1050

Crédit 30

(1) A définir pour chaque matière (stage, projet tutorat, encadrement…) Modalités de contrôle des connaissances :

EC Nature Continu


Rattrapage


Mémoire de Fin d'Etudes soutenance oui Objectifs de l’UE : Eprouver la capacité de l’élève ingénieur à conduire un projet de recherche dans le milieu professionnel. Implementation Plan

Process for approval of academic board of revised programme :

Avis et Visas

Avis Du Collège des Enseignants du département/Mention :

Avis du Conseil scientifique de la Faculté/Ecole : (CS)

Avis du Conseil de la Faculté/Ecole : (CE)

Visa du Doyen de la Faculté ou du Directeur de l’Ecole ou de l’Institut : (avec date, signature et cachet)

Avis du Conseil scientifique de l'UA :



147

Avis du Conseil d'Administration de l'Université d'Antananarivo :

Visa du Président de l'Université d'Antananarivo : (avec date, signature et cachet)

Ministère de l’Enseignement Supérieure et des Recherches Scientifiques

CNH – Comité Nationale de l’Habilitation : évaluation

Ministère de l’Enseignement Supérieure et des Recherches Scientifiques

Délivrance Autorisation d’Ouverture (Habilitation)


148

3.1.8.Sudan University of Science and Technology PROPOSAL of a PROGRAMME Subject Area: Agricultural Science Programme at individual level

(AUTHORITY TO OPERATE: The Master of Science in Agricultural Engineering program shall be operated by Sudan University of Science and Technology a public governmental institution of higher education with proper authority granted by the Ministry of Higher Education and Scientific Research.)

a) Name of the new programme {Which is the name of the programme?} The degree program herein shall be called Master of Science (MSc) in Agricultural Engineering (Agricultural Engineering is a discipline based on the application of engineering principles of the production, processing, handling and storage of food, fiber and materials of biological origin. Agricultural engineering covers such areas as irrigation and drainage of agricultural land, soil erosion control, the planning of agricultural buildings and structures, post-harvest technology, agricultural waste management and the development of labour and energy-saving agricultural equipment and systems.)

b) Description of the degree profile of the new programme in terms of generic and/or subject-specific competences {What will the graduate be able to know, do, and be after the successful completion of the programme?} The program aims to educate students in the scientific habit of thought to become professionals with master level competencies in agricultural engineering. The program is closely related to the field of agricultural science, agribusiness, agroforestry, animal science and husbandry. The holder of the degreewill be able to understand the scientific, social and economic realities of the modern agricultural engineering industry and will has the required scientific knowledge and practical training in an international context. To explore an integrated body of knowledge (knowledge, methods and techniques, models and processes) that help to operate with expertise in the field of agricultural engineering technology. To explore an integrated body of "engineering and management knowledge To design and execute a research project, implementing an analytical scientific and, if applicable, systematic approach, to further understanding of an original research problem in their field of specialisation, incorporating several disciplines. To formulate and resolve a complex agricultural engineering problem related to new situations presenting a degree of uncertainty (related to agricultural production and the quality of products, agricultural production systems and sectors, and to the transformation of agricultural products). The student will be able to design appropriate, sustainable and innovative solutions through a systematic approach incorporating scientific, economic and sociological aspects. To design and implement a multidisciplinary project, alone and in a team, with the stakeholders concerned while taking the objectives into account and incorporating the scientific, technical, environmental, economic and human factors. To communicate, interact and convince in a professional manner, in Arabic and English (level not specified). To act critically and responsibly by taking account of sustainable development issues and operating with a humanistic outlook To demonstrate independence and be proactive in acquiring new knowledge and developing new skills in order to adapt to changing or uncertain situations and to grow, to build a professional project within a continuing development approach. The holder of the degree will be prepared for international careers in the sectors of agriculture, agricultural engineering, and environment.The career pathway could lead the holder of the degree to work in a laboratory, research station,


149

forest or farm. Holder of the degree will be well-placed to research and develop solutions to conserve the world’s agro-resourcesand natural resources.

c) Definition of the length and level of the programme {How long is the programme? At which level is the programme? To which degree leads the programme?} 18 – 24 months, Postgraduate level, Degree awarded: Master of Science (MSc) degree. First two semesters: mainly lectures, tutorials lab and field work; Third semester: Research Required level: Bachelor of Science/Engineering degree in agricultural engineering, 4/5 years of higher education The purpose of this Master is to face the major changes in the agricultural engineering sectors, and to meet the issues of sustainable development.

d) Identification of the future fields, sectors of employment/occupation of graduates {Where will the graduates work in the future?} Occupation could be based in a laboratory, workshop, office or field, for design, research work, and/or site work. Employment sectors include agricultural engineering industriesagriculture and agri-business sector, agricultural construction projects,agricultural equipment industries,livestock and cropping industries,environmental sector, government policy and regulations sector, agricultural services and consultation sector, corporations and small farming businesses, teaching and research sector.

Further studies: 1- Advanced/specialist/consultant practitioner, executive leadership courses or studies. 2- Doctoral studies. e) Check-up of the link of the competences with the agreed meta-profile

{Are all components of the meta-profile or only the core of the meta-profile included in the description of the profile?}

Links of the competences with the agreed meta-profile: View of Concepts: Competence: • Represents a dynamic combination of: - Knowledge and understanding at different levels - Skills and abilities - Attitudes and values • Competences are used to define degree profiles • Competences are formed in various course units and assessed at different stages. • Some competences are subject area related (specific to a field of study) while others are generic (common to any degree program). Meta – profile: is a group´s representation of the structure and combination of competences which gives identity to a thematic area. The meta-profiles are referential elements and they are always mental constructions, destined to reflect and analyze the possible and diverse real degree profiles. To develop the meta-profile the generic the specific competencies are grouped in terms of cognitive attributes (the drivers or competencies: “knowledge, skills and attitudes” and the driven) made a round a central core (Design, manufacture, and operate AE systems). As such both generic competencies and Subject-specific competencies linked with the agreed meta-profile of competences. This is made to: represent characteristics desired in a holder of a first degree (Bachelor); and consider the generic competencies to be evolved working in collaboration with other subject-area groups (Agronomy, horticulture, animal, economics, soil and water, extension, mechanical engineering, Civil Engineering,..... , and Teacher Education). Definition: The development of Agricultural Engineering meta-profile is based on the definition of AE subject such as: Design, Manufacture and Operate agricultural systems including: Mechanical System for execution of cultural practices and provision of services of plant and animals, Irrigation and drainage of agricultural lands, soil and water conservation, agro-processing, housing for animals and plants and control of their environment and delivery and storage of agricultural products.


150

List of the different aspects of competencies: {How does my university describe the competences for this particular programme?}

1- Definition of the program-specific competencies: These represent combination of: Knowledge and understanding at different levels; Skills and abilities; Attitudes and values such as:

a. Acquire knowledge and skills to obtain a professional position or pursue graduate training in agricultural engineering sector

b. Use practical and safe techniques within a laboratory setting c. Conduct work and research in the field d. Understand and use the principles of the scientific method and the application of

experimental techniques to solve specific problems e. Safe use, test, install and repair of agricultural equipment f. analysing GPS and weather data and using computer modelling g. Instruct colleagues or co-workers in scientific procedure

2- Generic Competencies: 1. Ability to communicate in a second (foreign) language 2. Capacity to learn and stay up-to-date with learning 3. Ability to communicate both orally and through the written word in fi rst language 4. Ability to be critical and self-critical 5. Ability to plan and manage time 6. Ability to act on the basis of ethical reasoning 7. Capacity to generate new ideas (creativity) 8. Ability to search for, process and analyze information from a variety of sources 9. Ability to work autonomously 10. Ability to identify, pose and resolve problems 11. Ability to apply knowledge in practical situations 12. Ability to make reasoned decisions 13. Ability to undertake research at an appropriate level 14. Ability to work in a team 15. Knowledge and understanding of the subject area and understanding of the profession 16. Ability to motivate people and move toward common goals 17. Commitment to conservation of the environment 18. Ability to communicate key information from one’s discipline or field to non-experts 19. Ability for abstract and analytical thinking, and synthesis of ideas 20. Ability to interact constructively with others regardless of back-ground and culture and respecting diversity 21. Ability to design and manage projects 22. Ability to interact with others in a constructive manner, even when dealing with difficult issues 23. Ability to show awareness of equal opportunities and gender issues 24. Commitment to health, well-being and safety 25. Ability to take the initiative and to foster the spirit of entrepreneur-ship and intellectual curiosity 26. Ability to evaluate and maintain the quality of work produced 27. Ability to use information and communications technologies 28. Commitment to tasks and responsibilities 29. Ability to adapt to and act in new situations and cope under pressure 30. Ability to act with social responsibility and civic awareness 31. Ability to work in an international context

3- Subject-specific competencies: 1. Eighteen generic competences were agreed upon to represent characteristics desired in

a holder of a first degree (Bachelor) in any subject area.


151

2. Nineteen ME-specific competencies were developed through deliberations among representatives the 11 representatives of the participating universities working in the ME subject-group.

3. Nineteen ME-specific competencies to represent characteristics desired in a holder of a first degree (Bachelor) in any subject area.

4. Ability to apply knowledge of the basic and applied sciences of Agricultural Engineering 5. Ability to identify, evaluate and implement the most appropriate technologies for the

context in hand 6. Capacity to create, innovate and contribute to technological development 7. Capacity to conceive, analyses, design and manufacture mechanical products and

systems 8. Skills in planning and executing Agricultural Engineering projects (working in multi-

disciplinary teams) 9. Capacity to supervise, inspect and monitor Agricultural Engineering systems 10. Capacity to operate, maintain and rehabilitate Agricultural Engineering systems 11. Skills in evaluating the environmental and socio-economic impact of mechanical projects 12. Capacity to model and simulate Agricultural Engineering systems and processes 13. Skills in selecting, mobilizing and administering material resources, tools and equipment

cost-effectively 14. Capacity to integrate legal, economic and financial aspects in decision-making in

Agricultural Engineering projects 15. Capacity for spatial abstraction, graphic representation and engineering drawings 16. Providing Agricultural engineering solutions to societal problems for sustainable

development 17. Skills in safety and risk management in Agricultural Engineering systems (quality control) 18. Skills in using information technologies, software and tools for Agricultural Engineering 19. Capacity to interact with multidisciplinary groups towards developing integrated solutions 20. Skills in employing quality control techniques in managing materials, products, resources

and services 21. Capacity to conduct life cycle assessment for products and systems 22. Capacity to employ Agricultural Engineering skills to transform local natural resources

into products or services through value addition 23. Efficient use of natural resources.

2. Definition and grouping of the revised competences (Clustering) {What do you mean when you speak about competence a, b, c…?}

The core cluster of Meta-competences The core cluster of Meta-competences include: Management, Design & Analysis, Construction, Regulations, Professionalism, Critical Thinking & Synthesis, Creativity, and Leadership. The core clusters mentioned above were identified as central for Agric. Engineering curricula. These Meta-competences are of two folds: The generic Meta-competences

The ability to perceive, analyze and synthesize information The ability for self development and self-improvement The ability to communicate with others

The subject-specific Meta - competences:

The ability to understand, apply and develop mathematical engineering and agricultural knowledge, basic laws of natural science and fundamentals of hydraulics and technologies

The “group of competences related to Simulation techniques and Computer Science sub-discipline of ICT”

The ability to design, develop, operate and manage processes of systems and technologies

The “group of competences related to skills of application of Systems and Technologies sub-disciplines.


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The definition and meaning of the competences and their respective three levels (Critical Thinking & Synthesis and Creativity; Leadership and Management Professionalism; and Communication) may be explained as:

a) Theoretical and practical knowledge(foundations, applications, current developments in technology, international) (Design, Construction and Technical Abilities),

b) Skills (technical, scientific, maths, IT, content, process, problem-solving, budgeting social, communication and presentation, management and data analysis) (Personal Characteristics and Theoretical Background)

c) Attributes and abilities (prioritise and plan work effectively,meet deadlines,verbal, reasoning and creativity, Auditory and Speech, Attentiveness and Perception) (Professional Practice and Skills)

The crucial step of setting up the Agricultural Engineering Meta Profile (which includes learning all the different ways and methods of designing in the different fields of Agricultural Engineering) was to combine and link the core clusters with the generic and subject specific competences. This requires (As given above) first to specify and list Program-specific competencies and hen relate them to expected outcomes. However, it can also be seen; in matrix of the most relevant Generic (GC) and Subject-Specific Competences (SC); that certain competences appear more than once in the different clusters, as it is believed that the information can be transferred to the student in more than one field and/or in more than one way.

Clusters of Generic Competences linked with Subject Specific Competences) 1. Critical Thinking & Synthesis linked with Creativity 2. Leadership linked with Management 3. Professionalism linked with Communication

The Clustering Process

Clustering Process

DIMENSIONS

LEARNING PROCESS Generic Competences (GC) Subject Specific Competences (ss)

SOCIAL VALUES Generic Competences (GC) Subject Specific Competences (ss)

TECHNOLOGICAL AND Generic Competences (GC) Subject Specific Competences (ss)

INTERNATIONAL CONTEXT Generic Competences (GC)

Subject Specific Competences (ss)

INTERPERSONAL SKILLS Generic Competences (GC)

Subject Specific Competences (ss)

L E A R N I N G P R O C

GC1 - Capacity for abstraction, analysis, and synthesis

Capacity for spatial abstraction and graphic representation

GC2 - Ability to apply knowledge in practice

SSC 1 - Ability to apply knowledge of the basic sciences and sciences of

Agric. engineering

GC 4 - Knowledge regarding the area of study and related profession

SSC 4 - Capacity to conceive, analyze, calculate and design Agric

engineering works

SSC 6 - Capacity to build, supervise, inspect and evaluate Agric

Engineering works


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E S S

SSC 7 - Capacity to operate, maintain and rehabilitate Agric engineering works

GC 15 - Ability to identify, pose, and solve problems

SSC 15 - Skill in preventing and evaluating accidents and risks in Agric

Engineering works

SSC 2 - Ability to identify, evaluate and implement the most appropriate

Technologies for the context in hand.

S

O GC26 - Ethical commitment

C SSC8 - Skill in evaluating the environmental and social impact of civil works

I

A SSC14 - Capacity to propose solutions that will contribute to sustainable

L development

V GC27 - Commitment to quality.

A

L

U SSC 19 - Skill in employing quality control techniques in managing civil

E Engineering materials and services.

S

GC8 - Ability to use information and communication technology

TECHNOLOGICAL SSC17 - Skill in using information technologies, software and tools for civil engineering

& GC25 - Ability to formulate and manage projects

SSC5 - Skill in planning and programming Agricultural engineering works and services

INTERNATIONAL SSC 16 - Skill in handling and interpreting field information

GC7- Ability to communicate in a second language

CONTEXT GC23 - Ability to work in international contexts

GC16 - Ability to make decisions

SSC10 -Capacity to direct and lead human resources

INTERPERSONAL SSC12 - Capacity to understand and associate legal, economic and

financial concepts in decision-making, project management and agric.

engineering works

GC17 - Ability to work as part of a team

SKILLS SSC 18 - Capacity to interact with multidisciplinary groups and come up

with integral civil engineering solutions

GC6- Capacity for oral and written communication


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GC19 - Ability to motivate and work towards common goals

f) Specification of the level of the competences described in the new or revised degree

profile in each component of the programme (it may vary between the competences) What is a learning outcome according to Tuning? Level of competence is expressed in terms of learning outcomes:

• Statements of what a learner is expected to know, understand and be able to demonstrate after completion a period of learning.

• They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle program.

• Learning outcomes specify the requirements for award of credit. • Learning outcomes are formulated by academic staff to describe in terms of competences

what graduates will know, understand and be able to do by the time they have successfully completed the program (learning outcomes or outputs). The Magic Triangle represents the relationship between learning objectives, learning activities and evaluation. Learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process. Learning outcomes are defined in terms of knowledge, skills and competence. Basically, learning outcomes are formulated as to be understandable and thus "manageable" for all those involved.

{Which is the expected level of achievement of the competences?} Programme intended learning outcomes (ILOs): The intended learning outcomes (ILOs) of the programme of Agricultural Engineering Msc. course are divided into four categories; mainly: knowledge and understanding, intellectual skills, practical skills and transferable skills. To achieve these ILOs the programme includes 15 courses to cover these categories. these courses are intended to fulfill the following general aims:

1. To give participants the confidence and the necessary background in technology, analytical and managerial skills which will enable graduates to analyze and assess engineering systems for effective application to irrigated and rain fed agriculture.

2. To encourage the acquisition of general scientific skills relating to the systematic assembly, critical analysis, interpretation and discussion of factual information and data.

3. Professionalism that permits graduates to fill responsible professional positions that demand both engineering and agricultural related skills.

4. Knowledge and skills in the design, construction, operation, management and maintenance of system for agricultural production.

5. The necessary entrepreneurial skills required for graduate to become self employment and job creator rather than job seeker.

6. A sound base from which the graduates can embark on postgraduate studies in agricultural engineering and related professional disciplines.

g) Description of the expected learning outcomes related to the competences {Which learning outcomes do you want to achieve?}

The holder of the degree acquires the knowledge and skills required to become: Professionals able to effectively use and conserve the environmenttackle and diagnose agro-engineering issues, agronomic problems: production and quality, production systems and industries, protection and development of resources, socio-economic impacts; Identify, use and manage the renewable energy sources. Scientists able to understand complex processes on different scales, used to multidisciplinary approaches, teach, research and offer consultancy services or consultation with other specialists. Innovators able to design construct and manage structures, machines and processes for increased production in agriculture and agro-industry, design new kinds of production and management methods, new processes, new equipment, etc. in response to many major challenges including reconciling agriculture, environment and sustainable development. h) Description of the methodology of learning strategy for achieving the competences

{How do you manage to make sure that the students reach the competences?}


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Education style: student centred, teacher centred, teacher guided, self directed study,

problem based learning, task based learning, and research based learning, learning through laboratory practice, reflective learning, work placements, group work, individual study and autonomous learning.

Learning and Teaching Approaches: It includes: • Lectures (blended agriculture/academic courses), reading, audio/visual, demonstration, or

guided observations. • Active learning (Q&A and focus group discussions, research, review, and analyse)

multimedia. • Activities such as surveys, case studies, etc.

Methods of Teaching and learning activities (MTLAs) TLA1: Situation: classroom study (Interactive lecture)

This is Time tabled Activity. Class activities take place in the classroom setting and consist of lecturing and student activities in between. Office hours will be scheduled during the semester to allow student/professor one-on-one consultation. Concepts and general knowledge of information systems are explained:

• Personal Assigned Computer (PAC) questions and answers: students respond to questions in lectures using their PAC and the lecturer provides feedbacks based on students’ response.

• Videos showings: videos about real cases and scenarios using the data show • Concept map: the lecturer uses concept maps to conceptualize presented materials. • PAC one-minute note: at the end of the lecture, the lecturer reminds students to use their

PDAs to write down the main topic that they find most difficult to understand in the session or the major question that they want to raise. The lecturer provides feedback based on students’ concerns in their one-minute notes using student e-mail.

Major focus: ILOs 1 and 2; minor focus: ILO3. TLA2: Situation: Computer lab tutorial

This is Time tabled Activity .The lab exercises are designed to supplement the taught materials. Technical aspects of information systems design and development are covered:

• Computer lab exercises: hands-on activities on Microsoft FrontPage, Excel. • Computer lab case study: hands-on activities on design of case study using computer

models (using commercial soft wares) • Group project discussion: discussion on various aspects of the group project

Major focus: ILO4; minor focus: ILOs 3, 4 and 5. TLA3: Outside classroom activities (Student-centered activity SCA) This is a Fixed Duration Take Home Activity. SCA is a project that utilizes the subject material of the courses “modeling concept, flow charting, model building, validation, verification, sensitivity analysis and operation research” to design a simple project. The students are expected to work in teams to develop the schematic design, perform the mathematical and statistical analysis, and make feasibility analysis and make appropriate design decisions. The students also investigate activates of implementation, maintenance, operation and community participation to finalize their case study. Major focus: ILOs 4 and 5. TLA4: Tutorials This is five cases or problems considered as take home activity to be submitted weekly at the start of each theoretical lecture. Answers and Student scores will be announced in the class board weekly. Focus: ILOs 1,2,3,4 and 5. TLA5: Consultation hours One hour per week will be scheduled as “consultation hour” for clearing doubts of students who can meet the teaching staff on an individual or small group basis in his/her office i) Specification of the units of the programme (courses, and modules)

Structure of the program: The structure of Agric. Engineering M Sc. Program is based on provision of basic knowledge and data needed by the various disciplines of agric. Eng. (Machinery, Irrigation, Processing of agricultural product, and rural development) in Year 1


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Semester 1.This is referred to as Cognitive. In Year 1 Semester 2 the design concept simulation, application of computer to case studies shall be delineated (This is looked upon as affective or attitude). The candidate capabilities and practical skills shall be developed to Implement Operate, and manage agricultural projects in Year 2 Semester 1-2. This final education phase include evaluation, diagnosis and setting research priorities. (The last semester is psychomotor or concerned with skills) The relative weight of major components within the program comprises 50% Knowledge and understanding at different levels, 30% Skills and abilities and 20% Attitudes and values. {How is the programme composed and sequenced?} List of units/courses/modules:

Year 1 Semester 1 Courses Structure

Course ID Course Name Hrs/Wk Credit

GMAE611 Structure Engineering and Crop Environment 2 2

GMAE612 Bio – energy Technology 2 2

GMAE613 Design of Irrigation Systems 2 2

GMAE614 Advanced Farm Power 2 2

GMAE615 Experimental Design and Research Methods 2 2

GMAE616 System Analysis in Agricultural Engineering 2 2

Year 1 Semester 2 Courses Structure


GMAE621 Functional Analysis and Testing of Agricultural Machinery 3 3

GMAE622 Water Resources and Dry Land Farming Systems 3 3

GMAE623 Agricultural Processing Engineering 2 2

GMAE624 Applied Hydraulic Structures 2 2

GMAE625 Design of Agricultural Machinery 2 2

Year 2 Semester 1-2 Research structure


GMAE631 Feasibility Studies and Project Planning 2 3

GMAE632 Evaluation and Management of Irrigation Systems 2 2

GMAE633 Agricultural Machinery Management 2 2

GMAE634 Water Harvesting Techniques 2 2

GPRJ635 Research Project - 3

j) Check-up of the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme) {Are all the learning outcomes included in the programme?,Are all the units related to one or more learning outcomes?}

1- Consistency of the programme with competences The approach for the profile development is in line with the basis and rationale for development of a competency. In this respect competency is understood to be the capability to choose and use (apply) an integrated combination of knowledge, skills and attitudes with the intention of executing a task up to standard in a certain context, with personal characteristics such as motivation, self-confidence, will power being part of that context. Key Competences cover demonstrated knowledge, understanding, (subject specific and generic) skills, abilities, attitudes and (ethical) values. They cover the whole spectrum of capabilities from pure theoretical and methodological knowledge to vocational knowledge and from research abilities to practical abilities. The degree programme has its own mixture of theory, application and vocation. Its profile and the mix of competences covered, is decisive for its classification.


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The programme revolves around a reflection of a corner stone of: “Design, manufacture, and operate agricultural systems”. To arrive to this end the courses and activities of the programme took the flowing clusters in consideration:

1. The core elements including subject matter, theoretical basis and practical experiences of the scientific and technical aspects of: Design, manufacturing, and operation of Agricultural systems.

2. Knowledge: encompassing Managerial and Behavioural cluster that include: resource management (3 Ms.: material, money and man), practical problem solving, leadership, team work, cost effective decision making, planning, supervision, monitoring , execution of AE projects and Communication (technical drafting/drawing as well as verbal)

3. Skills : encompassing Managerial and Behavioural Skills that include: resource management (3 Ms.: material, money and man), practical problem solving, leadership, team work, cost effective decision making, planning, supervision, monitoring , execution of AE projects and Communication (technical drafting/drawing as well as verbal)

4. Attitudes: entrepreneurial skills including self-confidence , self-employment, ability for creative and innovative thinking, community engagement and problem solving abilities, life cycle and maintenance , and quality assessment of products, integration of legal, feasibility and financial aspects. Professionalism & Ethics, Community Engagement, Sustainability are integral group within the domain of attitudes.


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Subject area competences: Matrix of most relevant Generic (GC) and Subject-Specific Competences (SC) most relevant

for the subject area are grouped into factors. Course Units/ Subject specific Competences (Ability to Use)Semester learning outcome Demonstrate Eng. Develop Research skills, Techniques &mathematics: describe , Develop theoretical Analyse interactions Decision- making Professional practice Develop strategies

knowledge base Agendas technology practicedefine, simulate systems concepts and models elements & forces skills & Design AbilityCritical & Evaluative Ability solve problems

Year 1 Semester 1 GMAE611 X X X

GMAE612 X X X

GMAE613 X X X

GMAE614 X X X

GMAE615 X X X

GMAE616 X X X

Year 1 Semester2 Course ID X X X X

GMAE621 X X X X

GMAE622 X X X X

GMAE623 X X X X

GMAE624 X X X X

GMAE625 X X X X

Year 2 Semester 1-2 Course ID X X X X X

GMAE631 X X X X X

GMAE632 X X X X X

GMAE633 X X X X X

GMAE634 X X X X X

GPRJ635 X X X X X


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Year / Course Units/

Semester learning outcome Research Team work & tasks Resources & Time Problem Creativity: generate Communication Communicate& presentations Ethics Project planning

Ability responsibility Management ability solving original, quality ideas & critique skills information & quality Concern capacity

Year 1 Semester 1 GMAE611 X X X

GMAE612 X X X

GMAE613 X X X

GMAE614 X X X

GMAE615 X X X

GMAE616 X X X

Year 1 Semester2 Course ID

GMAE621 X X X X X X

GMAE622 X X X X X X

GMAE623 X X X X X X

GMAE624 X X X X X X

GMAE625 X X X X X X

Year 2 Semester 1-2 Course ID

GMAE631 X X X X X X X




GPRJ635 X X X X X X X

Generic Competence


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2- The expected outcomes 1. The programme is assumed to develop technical, managerial capabilities of the

learning candidates to Design, manufacture, and operate agricultural systems including Mechanical System for execution of cultural practices and provision of services of plant and animals, Irrigation and drainage of agricultural lands, soil and water conservation, agro-processing, housing for animals and plants and control of their environment and delivery and storage of agricultural products.

2. The proposed courses and activities are expected to empower the learning candidate with the specified generic Competencies and the other defined Subject-specific competencies.

Course Intended learning outcomes (ILOs) On successful completion of the course, students should be able to: ILO1: Describe the basic concepts of systems, their composition, configuration and architecture, including the internet and web-based technologies in particular ILO2: Outline the fundamental theory; formulate algorithms, and use soft- wares to solve systems problems ILO3: Apply the general knowledge and methodologies of systems, including the use of hardware and software, to devise and evaluate effective solutions to agricultural engineering problems, given the information needs ILO4: Design and develop particular constructs and models to support various levels of analysis activities agricultural system using different tools such as Microsoft FrontPage, Microsoft Access and Microsoft Excel ILO5: Work productively as part of a team and, in particular, communicate and present information effectively in written and electronic formats in a collaborative environment.

Internal Quality Control/Enhancement Assessment methods:

Oral, seen and unseen written examinations, multiple choice and short answer examinations (55%),

Practice competence based assessments, critical incident analyses, case studies, (10%),

Presentations, essays, reports, continuing assessments, examinations and project work, portfolio and self- or peer reflection (10%)

Dissertation project, and teamwork, critical reflection (25%) Assessment tasks /activities (ATs) There are four major assessment situations: Tutorial assignments and participation (10%), laboratory Group projects report (35%), Mid-term test (15%), Final examination (40%). Examination and laboratory report are numerically marked and grades awarded accordingly (Table1). Assessment tasks (ATs): AT1: Tutorial assignments and participation (10%) Five assignments (2% each) are given to assess the student’s competence level working with computer soft ware Major focus: ILO4, minor focus: ILOs 3 and 5. AT2: Lab Group projects (35%) The project is divided into three phases; each is designed to assess the student’s ability in constructing interactive algorithm and for working with databases and devising decision support models (DSM) in a business setting. Major focus: ILOs 3 and 4; minor focus: ILO5. AT3: Mid-term test (15%)


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The test is designed to gauge the student’s grasp of information on systems concepts and knowledge, as well as the ability to apply them to solve real agricultural engineering problems in various situations. Major focus: ILOs 1 and 3; minor focus: ILO2. AT4: Final examination (40%) The examination is designed to gauge the student’s grasp of information systems concepts and knowledge, as well as the ability to apply them to solve agricultural engineering problems in various situations. Major focus: ILOs 1 and 3; minor focus: ILO2.

Table (1): Weighting of the assessment tasks in engineering with respect to the ILOs

ATs Final Mid-term

laboratory Group

Tutorial assignments Total

examination test projects report and participation

ILO 1 15 4 0 0 19

ILO 2 10 3 0 0 13

ILO 3 15 8 15 2 40

ILO 4 0 0 15 6 21

ILO 5 0 0 5 2 7

Total 40 15 35 10 100

3- Implementation Plan 1. Programme approval process:

Usually any new or modified programme need to follow approval steps of: The subject matter specific Department (AE), Academic and Research Board of Collage of concern (Agriculture), Board of Collage of Higher studies, The University Academic Board and the University Senate.

2. Syllabus of each academic year of the programme Refer to item (K) specifications of units of the programme.

3. Academic staff training strategy PLs. refer to the list of available and needed staff

4. Teaching, learning and assessment tools and strategies: Lectures, Seminars, assignments, project construction, labs and field training and excretions and tours.

5. Planned Monitoring and quality assurance 6. Implementation Schedule

Activity

Time in Months

1 2 3 4 5

Mobilization

Core Committee

The subject matter specific Department (AE),

Research Board of Collage of concern (Agriculture)

Board of Collage of Higher studies

The University Academic Board

University Senate


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3.1.9. Federal University of Agriculture, Abeokuta, Nigeria Key Aspects

FEDERAL UNIVERSITY OF AGRICULTURE, ABEOKUTA, NIGERIA

1) Name of the revised programme

The Bachelor of Aquaculture and Fisheries Management is offered by the College of Environmental Resources Management of the Federal University of Agriculture, Abeokuta, Nigeria. Aquaculture and Fisheries Management is a discipline based on the application scientific methods in Aquaculture and Fisheries production, management and food security. While Aquaculture is the culturing of the fish under a controlled environment such as earthen ponds, reservoirs, cages etc, the Fisheries aspect is the management of fish stock in the wild areas through policies and programs in oceans, seas, rivers and other water bodies.

1. 2) Description of the degree profile of the revised programme in terms of generic and/or subject-specific competences

The program aims to educate students in the scientific production of fish and other aquatic resources in all the natural aquatic ecosystems. The holder of the degree of Aquaculture and Fisheries Management will be able to have (a) a thorough understanding of animal (fish) production methods and all the underlying scientific, economic and business principles; (b) Evaluate and manage fisheries and aquacultural projects, as well as carry out financial appraisals; (c) implement sustainable practices and technologies for the management of fisheries and aquaculture resources and (d) understand and work within the relevant organizations and related fisheries communities of the rural sector. The generic competences: The graduates of this program will be qualified Fisheries and Aquaculture professional who would be able to :

1. Identify, analyze and develop holistic solutions to problems related to Aquaculture and fisheries production 2. Generate, demonstrate and promote valuable technologies related to Aquaculture and fisheries production. 3. Consult farmers, extension experts, investors and policy makers in formulating appropriate Aquaculture and fisheries production packages and agricultural policies, respectively. 4. Create, design, implement and manage their own Aquaculture and fisheries enterprises as well as advice farmers and other entrepreneurs 5. Play leading role in integrating multidisciplinary knowledge and skill in the process of enhancing Aquaculture and fisheries production and productivity and ensuring national food security 6. Be engaged in teaching and training activities at various levels in the field of Aquaculture and fisheries production 7. Be competent candidates in further national and international training opportunities in Aquaculture and fisheries management. Subject-specific Competences The graduates of this program

i. Have the Knowledge and understanding of Aquaculture production, and basic sciences

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


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

iv. Should possess entrepreneurial and creative skills v. Should be able to design, plan and implement Aquaculture and fishery

research. vi. Should be able to do business in any part of the world vii. Ability to understand, and adapt to new and emerging technologies in

Aquaculture, Fisheries including ICT. viii. Ability to implement sustainable practices and technologies for the

management of natural resources. ix. Have ability for independent thinking and be able to work with minimal

supervision in the area of Aquaculture and Fisheries management. x. Ability to adapt and transfer technology, as well as be able to create new

technologies. xi. Ability to know, advice and implement Aquaculture and Fisheries

policies, and regulations xii. To make sustainable use of water and other natural resources for

Aquaculture and Fisheries use. xiii. Ability to understand and work within the organization, business and

community management of the rural sector.

3) Definition of the length and level of the programme

The program runs for a period of 5 years leading to the award of Bachelor of Aquaculture and Fisheries Management Degree. The program has 2 semesters of 14 weeks each per session, this amount to 10 semesters for the duration of the program. The procedure will be through lectures, tutorials, laboratory works, Field trips etc. At the completion of the program, a student that earns the Bachelor’s degree can progress into a Master’s degree.

4) Identification of the future fields, sectors of employment/occupation of graduates

Future fields where the graduates will be able to work include: General Agriculture enterprises, Fisheries Production, Aquaculture Industry, Management Sciences, Agric Finance Industries, Teaching and Fisheries Research Institutions, Local fishery community and Water Resources, etc The current focus of Government in Agriculture and Food security, especially the need for increase in animal protein production requires the participation of Specialists in Aquaculture and Fisheries production. The program provides eligibility for admission to related Master’s degree study. Upon completion of the Master’s degree, the graduates can proceed to PhD qualification in Fish related areas such as Fish Pathology, Fish science, Fish Nutrition, Fish Genetics etc

5) Linking of the program competences with the agreed Agricultural Science Meta-profile

The Tuning group for Agriculture identified supporting elements which were classified into 5 groups. The Aquaculture and Fisheries program is linked with 2 of these competences. All the generic competences of the meta-profile were considered. The competences identified fitted perfected with the subject-specific competences in the program. Generic competences which graduates acquire in AGRICULTURAL SCIENCES

i. Have critical thinking and analytical skills ii. Possess a strong social consciousness who are committed and

connected to rural communities, iii. Possess strong entrepreneurial skills and spirit, and who are capable of

identifying new opportunities. iv. Are guided by positive values and high ethical standards. v. Are committed to a new vision of agricultural production compatible with


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the natural environment and the conservation of biodiversity vi. Have a solid grounding in the scientific and technical principles that

underline practice as well as the practical experience critical to developing confidence coupled with a generalist preparation that will enable them to develop holistic solutions to the problems they will encounter in their careers.

vii. Are life-long learners capable of taking advantage of relevant information as it is generated and who are able to take advantage of new information technologies.

viii. Possess ability to take decisions and have strong leadership, interpersonal and team building skills.

ix. Demonstrate strong oral and written communication skills. Subject specific competences in Agricultural Sciences (i) Have the Knowledge and understanding of Agricultural production, and basic sciences (ii) Should be able to identify problems and apply knowledge to solving day to day agricultural challenges. (iii) Ability to evaluate and manage agricultural projects, as well as carry out financial appraisals (iv)Should possess entrepreneurial and creative skills (v) Should be able to design, plan and implement agricultural research. (vi) Should be able to do business in any part of the world (vii) Ability to understand, and adapt to new and emerging technologies in Agriculture, including ICT. (viii) Ability to implement sustainable practices and technologies for the management of natural resources. (ix) Have ability for independent thinking and be able to work with minimal supervision in the area of agriculture (x) Ability to adapt and transfer technology, as well as be able to create new technologies. (xi) Ability to know, advice and implement agricultural policies, and regulations (xii) To make sustainable use of water and other natural resources for agricultural use. (xiii) Ability to understand and work within the organization, business and community management of the rural sector. (xiv) Ability to identify pests, pathogens, and weeds associated with crops, animals and their products. (xv) Ability to improve quality and safety along the agricultural value chains. (xvi) Ability to select and manage machinery , implements and equipment for agricultural use in different farming systems

6) Definition of the competences ( revised programme)

Competences Definition of the Competences

a)Identify, analyze and develop holistic solutions to problems related to Aquaculture and Fisheries Protection

(i) Ability for conceptual thinking, analysis and synthesis. (ii) Ability to apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments both within narrow and broader (or multidisciplinary) contexts


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related to their field of study. b)Generate, demonstrate and promote valuable technologies related Fisheries and Aquaculture

(i) Ability to generate knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first degree, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context.

c) Consult fish farmers, extension experts, investors and policy makers in formulating appropriate Aquaculture and Fishery Production and Management packages and Fishery/Aquaculture Policies.

(i) Capacity for critical evaluation, self-awareness and self limitations. (ii) Ability to gather and interpret relevant data to inform judgments that include reflection on relevant social, scientific or ethical issues in Aquaculture and Fisheries production. (iii) Ability to gather knowledge, advice and implement agricultural policies and regulations in Aquaculture and Fisheries Management and production.

d)Create, design, implement and manage their own agricultural (Aquaculture and Fisheries) enterprises as well as advice farmers and other entrepreneurs

(i) Capacity for self-confidence, entrepreneurial spirit and skills to enable them to translate knowledge into practice and engage objective decision-making and practical cost-effective problem solving.

e)Play leading role in integrating multidisciplinary knowledge and skill in the process of enhancing agricultural/ Aquaculture productivity and ensuring national food security

(i) Ability to integrate knowledge and handle complexity, and formulate judgment with incomplete or limited information. (ii) Ability to reflect on social and ethical responsibilities linked to the application of their knowledge and judgment.

f)Be engaged in teaching and training activities at various levels in the field of Aquaculture and Fisheries Production and Management

(i) Ability to communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously through teaching and training activities. (ii) Ability for conceptual thinking, analysis and synthesis to bridge science with practice.

g)Be competent candidates in further national and international training opportunities in both Agricultural (Aquaculture and Fisheries) options.

(i) Capacity to use their learning skills for study in a manner that may be largely self-directed or autonomous. (ii) Ability to learn how to learn and capacity for lifelong learning in an intra- and intercultural and/or international context. (iii)Ability that inculcates familiarity with local and national norms and standards as well as international standards governing Fisheries and Aquaculture science


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7) Specification of the Level of the Competences in each Components of the Programme.

This revised program is so designed so that undergraduate students offering this course (Aquaculture and Fisheries Management) should be able to develop and demonstrate the needed knowledge and understanding, the essential qualities, outstanding skills and other learning outcomes through Lectures, the Practical classes, supervised project works and seminars. The various expected competences are: (a) Professional and academic competences i) Apply and evaluate different methodologies relevant to Aquaculture and Fisheries Management and Production. ii) Demonstrate insight into scientific theories, methodologies and concepts as it affects Aquaculture and Fisheries Management and Production. iii) Produce, source and use relevant data and apply quantitative methods effectively in Aquaculture and Fisheries Management and Production. iv) Utilize research and development to develop evidence-based Aquaculture and Fisheries Management and Production activities v) Suggest and promote recommendations for Aquaculture and Fisheries Management and Production policy vi) Organize trainings and teachings in both formal and informal education establishments Aquaculture and Fisheries Management and Production. (b) Practical competences i) Demonstrate proficiency in the practical Aquaculture and Fisheries Management and Production competences and skills that are required ii) Make and justify decisions based on the acquired experience in Aquaculture and Fisheries Management and Production. iii) Show and demonstrate personal integrity and act within ethics of legal frameworks associated with Aquaculture and Fisheries Management and Production iv) Demonstrate ability and willingness to function in a multi-disciplinary setting as demanded by the practice in Aquaculture and Fisheries Management and Production v) Participate and conduct development work/ projects relevant to Aquaculture and Fisheries Management and Production vi) Define and apply relevant Aquaculture and Fisheries Management and Production policy in project designs and management. (c) Intellectual competences i) Describe, formulate and communicate Aquaculture and Fisheries Management issues and be able to apply options when necessary ii) Analyse theoretical issues related to Aquaculture and Fisheries Management and production and be able to present them for practice iii) Elaborate and present opinions on professional issues on Aquaculture and Fisheries Management and defend it during discussion with specialists and non-specialists iv) Identify and provide viable discussion on contemporary economic issues in Aquaculture and Fisheries Management and be involved in continuous


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professional development. (d) Program-specific competencies: (i) Acquire knowledge and skills to obtain a professional position in Aquaculture and Fisheries Management and also pursue undergraduate training in Aquaculture and Fisheries Management sector (ii) Use practical and safe techniques in both Laboratory and Field setting in Aquaculture and Fisheries Management (iii) Conduct work and research in the field in all areas of Aquaculture and Fisheries Management and production (iv) Understand and use the principles of Scientific methods and the application of experimental techniques to solve specific problems in Aquaculture and Fisheries Management (v) Instruct, guide and direct colleagues or co-workers in scientific procedures in Aquaculture and Fisheries Management sector.

8) Description of the expected learning outcomes related to the competences

We expect that the holder of the degree of Aquaculture and Fisheries Management acquires the following level of (knowledge and skills) achievement (a) ability to identify problems and apply knowledge to solving them and (b) possession of entrepreneurial and more definite creative skills in Aquaculture and Fisheries sector. These are the expected Learning Outcomes related to the competences.

Learning outcomes are “statements of what a learner is expected to know, understand and/ or be able to do at the end of a specific period of learning” Learning outcomes are considered the intended learning outcomes for each learner or student undertaking the program. These are the expected outcomes at the moment all examinations and required work have been completed and passed by the student. Competence Expected Learning Outcomes

Identify, analyze and develop holistic solutions to problems related to Aquaculture and Fisheries Protection

The student should be able to demonstrable ability/capacity to:

(a) diagnose fish diseases (b) organize, execute and direct

effective protection against them

Generate, demonstrate and promote valuable technologies related fisheries and aquaculture

The student should be able to demonstrable ability/capacity to:

(a) Adapt scientific methods of fish production

(b) Adopt new technologies in aquaculture and fish production

(c) Integrate fish/animal production technology

Consult farmers, extension experts, investors and policy makers in formulating appropriate Aquaculture and Fishery Production packages and Fishery/Aquaculture Policies, respectively.

The student should be able to : (a) offer advisory services in all

matters related to Aquaculture and Fisheries

(b) work and communicate collaboratively and effectively with other professionals

Create, design, implement and The student should be able to:


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manage their own agricultural enterprises as well as advice farmers and other Entrepreneurs

(a) perform directing tasks in any Fisheries enterprise

(b) offer advisory services in all matters related to fisheries and aquaculture discipline.

(c) acquire entrepreneurial skills for use in creating employment opportunities in Aquaculture and fisheries

Play leading role in integrating multidisciplinary knowledge and skill in the process of enhancing Agriculture/ Aquaculture productivity and ensuring national food security

The student should be able to: (a) elaborate and implement

environment friendly Fisheries program,

(b) implement integrated fish/plant/animal program.

Be engaged in teaching and training activities at various levels in the field of Aquaculture and Fisheries Management and production

The student should be able to: (a) Participate and present

personal opinion in professional issues and defend it during discussion with specialists and non-specialists

(b) Analyze and refer appropriately to past and current major Fisheries and Aquaculture Production and Management in writings, oral interventions and presentations.

(c) offer advisory services (teach/ train) in all matters related to Fisheries and Aquaculture

(d) use a range of skills, interventions and activities,

and modern technologies for teaching and learning appropriately


The student should be able to : (a) identify contemporary Fishery

Management issues and be engaged in continuous professional development,

(b) analyze and refer appropriately to past and current major crop protection works in writings, oral interventions and presentations as well as in course work and dissertation


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9) Description of the methodology of learning strategy for achieving the competences

Different methodologies are used. These include Lectures, case studies, group work. Series of lectures as prescribed by the Curriculum will be presented. Discussion sessions are usually part of the work load. Laboratory Practical classes and On-farm Practical Classes are part of the methodologies used. Farm Visits and Entrepreneurial visits are made to established Fish farms, fish processing factories etc This program incorporates cooperation with research institutions and Fishery based Industry at the different levels (internship, lectures and practicals) and thus provide the opportunity to focus on the topics and tools applicable for research n Aquaculture and Fisheries Management. Skills in oral presentation and discussion will be developed during the Student-led Seminars and Project defense. A number of assessment methods are utilized. The University of Agriculture, Abeokuta stipulates that all taught courses must be accessed through a combination of (a) Continuous Assessment through tests and Formal examinations. A ration of 30:70 of class test and formal examination is required for each course. At the end of each semester there are written examinations usually of between 2 to 3 Hours duration depending on the Units of the course. Generally, different types of learning and teaching activity are utilized taking into account the complexity of the program.

10)Specification of the units of the programme (courses, and modules)

The program is composed through the Unit of Curriculum Development of the Department and the University. The course description is included as follow: 200 Level, First Semester FWM 201: INTRODUCTION TO FOREST AND WILDLIFE RESOURCES MANAGEMENT (2 UNITS) Renewable natural resources, availability, distribution and Potential. The important forest trees and wildlife (with emphasis on Nigerian species). Classification, morphology, distribution and ecology of important forest and game reserves in Nigeria, silviculture; afforestation characteristics of major timber and their uses. Felling and log transportation. Importance of forestry in national economy. Organization of forest resources, non-timber resources. Forest protection and conservation, regulation of harvest and sustained yield. FWM 203: PRINCIPLES OF CONSERVATION IN TROPICAL AFRICA (2 UNITS) The need for conservation. Aims and objectives of conservation, target species, courses of migration and emigration in fish and wildlife species. Conservation methods and techniques for critical ecosystems such as watersheds, hilly areas, grazing lands, lope pit mining areas, areas of broken topography and marginal environment preservation of endangered plants and animals. FIS 201: INTRODUCTION TO FISHERIES MANAGEMENT (2 UNITS) The important fishes of West Africa with emphasis on Nigeria species. Classification, evolution, morphology and basic structure of fishes. The adaptation of fish to aquatic life. Life cycle of principal species of fishes. Significance of fishes in the life of Nigerians. The fish industries in Nigeria. Fundamental principles of fish management and production. 200 Level, Second semester FWM 204: PRINCIPLES OF RANGE ECOLOGY AND MANAGEMENT (2 UNITS) Principal range types in West Africa, application of ecological principles in the management of grazing lands. Objectives of range management, grazing systems, manipulation of animal numbers for desired management objectives.


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300 Level, First semester FIS 301: FISH BIOLOGY (2 UNITS) The gross external and internal anatomy of a typical bony and a typical cartilaginous fish. The different types of anatomical systems and basic functions of each system of organs of fish. Embryology and life history of a fish with special reference to commercially important fish e.g. tilapia, catfish and mullet. FIS 303: ICHTHYOLOGY: SYSTEMATICS OF FISH (2 UNITS) Principles of systematic. Taxonomy and detailed study of principal commercial species of Nigeria fresh, inland, estuaries and ocean water, invertebrates and reptiles. Identification of species using keys and monographs. Important world species e.g. sardine, tuna, anchovies etc. Biological attributes of fish populations. Phylogenetic relationships. FIS 305: LIMNOLOGY (2 UNITS) Physical and chemical properties of inland water. Hydrology and water cycle. Properties of natural and man-made lakes. Thermal properties and stratification. FIS 307: FISH ECOLOGY (2 UNITS) Ecology of fishes with special reference to distribution and natural history and application of this knowledge for fisheries management and obtaining maximum returns from fishery resources. Characteristics of the equation environment. Organic production in aquatic fauna and flora-algal blooms and eutrophication, plankton, and benthos, biomass assessment. Food and feeding habit of fish food and habitat selection, population, niche concept. Food chains, reproductive behavior of life cycles of some selected species. FIS 309: AQUACULTURE (3 UNITS) Aims and types of aquaculture. History, present organization and status of aquaculture in Nigeria. Principle of aquaculture, liming and pond fertilization; food supply; selection of culture species, introduction of exotic species and their implications. Water requirements. Stocking, feeding and harvesting practices. Fish farm design. Economic considerations of aquaculture. FIS 311: AQUATIC FLORA AND FAUNA (2 UNITS) Study and identification of the characteristics flora and fauna of importance in the fresh water, and coastal swamps of the tropics. The ecology, utilization and management of aquatic flora and fauna. Control of aquatic weeds in ponds – chemical, mechanical and biological. FIS 313: FISH FARMING TECHNIQUES AND HATCHERY MANAGEMENT (3 UNITS) Artisanal and commercial fishing methods and different types of fish culture techniques, monoculture, polyculture, selected breeding, intensive and extensive culture inland land brackish water, in rice field, in floating cages and rafts. Spawning methods; artificial fertilization, incubation, rearing, harvesting and transportation of fry and fingerlings. Selection and care of breeders; larvae and fingerlings. Control of weed parasites and diseases in the hatchery, control of physicochemical properties of water. FIS 315: ANALYTICAL TECHNNIQUES IN FISHERIES (3 UNITS) Laboratory training in the methods and techniques of proximate analysis. Hematological assessment of fish blood. Age determination, food conversion efficiency.


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300 Level, Second Semester FIS 302: FISH NUTRITION (2 UNITS) Principles of fish nutrition. Chemistry and nutritive value of various classes of fish feeds. Nutrient requirements of fish. Nutrient sources and practices consideration in fish feeding. Feed formulation for fish and utilization. General methods of feeding fish. FIS 304: FISH GEAR DESIGN AND PRODUCTION (3 UNITS) Study of types of fishing gears and fishing crafts. Classification of fishing gears and crafts gear selectivity. Properties of the materials used in the construction of fish gears. The design and construction of different types of gears and graft. Assessment of fishing gear efficiency. FIS 306: INTRODUCTION TO FISH MICROBIOLOGY AND PATHOLOGY (2 UNITS) Identification, morphology, classification, taxonomy and history of fish parasites. The ecological and pathological effects of parasites and diseases of fish. International restriction binding the transportation of fish across country boundaries. Fish ponds and public health. FIS 308: ELEMENTARY SEAMANSHIP AND NAVIGATION (2 UNITS) Important sea terminology, parts of a boat, trawlers, strength of wind and state of sea. Coast lights and light vessels, Measures for distance, depth, speed etc. Launching and boarding of small boats. Life saving and firefighting equipment and methods. Swimming. FIS 310: OCEANOGRAPHY (2 UNITS) Study of the temperature and chemistry of sea water. Biological activities and their distribution. Salinity/ chlorinity, currents, tides, waves, sound and radiation in sea, conductivity, diffusion, viscosity and dynamics of sea water distribution and behavior of plankton. Brackish water condition and fauna. Interrelationship of and physiological adaptations of marine organisms. FISH 312: INTRODUCTION TO POND CONSTRUCTION AND MANAGEMENT (2 UNITS) Pond site selection and survey. Types of ponds, principles of fish pond design and construction. Liming, Stocking and fertilization. Management of ponds flora and water quality. Maintenance of ponds and harvesting from ponds. FIS 314: FISH ADAPTATION AND PHYSIOLOGY (2 UNITS) The different shapes and adaptive designs in fish in relation to the aquatic environment. Natural environmental adaptation of fish migration, reproduction, feeding habits, salinity, temperature and life cycles. Modified environmental behavior of fish to pressure, light, electrical field and noise. Biology including membranes mitochondria systems and intermembrane processes. Biochemistry of growth, maintenance and reproduction. FIS 316: MARINE AND BRACKISH WATER ECONOMIC RESOURCES (2 UNITS) Study of major marine and brackish water fin and shell fish species in relation to their development for culture, food and industrial uses. Methods of harvesting e.g. electro-fishing.


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FIS 318: FISHERIES STOCK ASSESSMENT (2 UNITS) Methods of stock management in fisheries. Capture- Recapture techniques, tagging and marking. Age group and year class determination. Catch per unit effort method. Practical evaluation of fisheries resources of selected project areas. Echo method in stock assessment. 400 Level, First semester FIS 401: FISH PROCESSING, PRESERVATION AND MARKETING (3 UNITS) The biodegradation and biodeterioration of fin and shell fish, spoilage indices. Organoleptic assessment of quality of fish, principles and methods of preservation, storage and processing, packaging, product evaluation and quality control, estimation of nutrients in fish flesh. Product development, evaluation and quality control. Traditional versus modern, preservation and processing techniques. Nigerian fish marketing structures. FIS 403: FISH PRODUCTION, MANAGEMENT TECHNIQUES AND ACCOUNTNG PRACTICES (3 UNITS) Practical aspects of fish breeding techniques in cross breeding for stock improvement. Induced breeding, hypophysation techniques. Use of HCG, fish pituitary and other hormones in induced breeding. Appraisal of management structure and effectiveness of fisheries management policies. Record keeping and accounting procedures in fish farms. FIS 405: FISH HATCHERY MANAGEMENT; FINGERLING AND FRY PRODUCTION (3 UNITS) Maintenance of hatcheries and nursery ponds, constant supply of quality water, quarantine, segregation and matching of brooders. Spawning techniques: Induced breeding, artificial and natural sex-reversal, hybridization. FIS 407: AQUATIC ENVIRONMENTAL SURVEY (2 UNITS) Visual survey (reconnaissance) - purpose, location, water parameters, geology, meteorology; Surveying (leveling) or topographic survey-leveling instruments and their maintenance. Record keeping (booking). FIS 409: FISH NUTRITION AND FISH FOOD TECHNOLOGY (3 UNITS) Nutrient requirements of fish; Factors affecting nutrient requirements of fish; Chemistry and nutritive value of materials used in fish feed production. Fish feed formulation. Methods of feeding fish. Various fish products development, their economic value and implications. FIS 411: FISHERIES (AQUACULTURE) ENGINEERING (3 UNITS) General surveying, site selection; fresh water and brackish water pond construction. Design and construction of dikes, sluice gates, drainage facilities, tanks, ponds, pens, cages, rafts and other types of fish rearing facilities. Design of inland fish farms, pumping station and fish hatcheries. Design and maintenance of machines. Design and construction of kiln drying chambers and machines. FIS 413: REPORT WRITING (3 UNITS) Types of Reports (feasibility reports, market survey, diagnostic surveys etc.) Proposals objectives, justification of projects. Methodology – materials and methods, data collection, personnel, finance, materials etc. Analysis of data.


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Preparation of report and recommendations. INDUSTRIAL ATTACHMENT: (FIS 402-FIS412) 400 Level, Second semester FIS 402: AQUACULTURE PRACTICE (3 UNITS) The Department is linked with National Institute for Freshwater Fisheries Research (NIFFR), New Bussa, Odeda Fish Farm and some other privately owned fish farms in Southwest Nigeria where students are exposed to general surveying, site selection, principles of pond design and construction, liming, artificial fish propagation through hypophysation techniques; pond fertilization, water quality assessment; brood stock maintenance, hatchery and nursery pond maintenance, test cropping, harvesting practice and marketing. FIS 404: FRESHWATER FISHERIES MANAGEMENT (3 UNITS) Students are conveyed to FUNAAB reservoir, Aare Lake in Ogun-Osun River Basin Development Authority, Alabata, Akomoje Reservoir and Oyan Lake for practical field trip where students are to study the taxonomy of commercial fish species in these water bodies: stock assessment, fishing effort. Some measurement of organic production. Flora and fauna biomass assessment. Use of gillnet fleet and assessment of their efficiency. Study of socio-economic status of artisanal fisheries of each site visited. FIS406: CRAFT/ GEAR DESIGNS AND CONSTRUCTION (3 UNITS) There is a linkage with Nigeria Institute of Oceanography and Marine Research (NIOMR) and J.O. Owolabi & Sons in Abeokuta where students are exposed to practical identification and classification of fishing gears and crafts; designs and construction of gears, designs and construction of fish enclosures, e.g. various shapes of fibre glass breeding tanks. Identification of materials used in construction of fishing gears. Netting materials, traps, etc. Construction of glass aquaria, maintenance of aquaria, accessories and aquaria plants. Maintenance of machines. FIS 408: MARINE AND BRACKISHWATER FISHERIES MANAGEMENT (3 UNITS) Identification and classification of marine and brackish fin and shellfishes in Ogun and Lagos States’ coastal waters. Practical evaluation of marine/coastal fisheries resources of Nigeria. Principles of mari-culture in NIOMR with the Nigerian Trawlers Owners/ Operators Association (NITOA), students are exposed to launching and boarding of small boats and beach-seining, life saving and fire fighting equipments and methods. Practical understanding of boats, trawlers, strength of wind, state of sea, coast light and light vessels. Swimming. FIS 410: FISH PROCESSING AND TECHNOLOGY (2 UNITS) Principles and methods of preservation. Packaging. Mechanism of transportation of live fish specimens. Construction of traditional (clay kiln) and modern (metal kilns) preservation techniques. Processing methods in NIOMR. Methods of estimating nutrients in fish flesh. Removal of parasites and pathogens from fish. Organoleptic assessment of quality of fin and shell fish. Feed formulation and other fish utilization. Maintenance of machines used in processing and storage. FIS 412: IT REPORT AND ASSESSMENT (2 UNITS) Each student will write a report on all aspects of industrial training programme.


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The report must be typed and the simple spirally bind two copies must be submitted to the Department for grading. Each student is required to write an examination to assess student’s involvement in the activities during the industrial training programme. 500 Level, First semester FIS 501: FISH PRODUCTION AND MANAGEMENT (3 UNITS) Practical aspect of handling and care of fish, breeding of fish. Production of fingerlings and fry: management of brooders, growers and other types of fish and marine products: building of equipments needed in fish farm: procurement of feed and system of feeding. Harvesting and marketing. Appraisal of management structures and effectiveness of fisheries management policies. Preparation of management plan in fisheries projects. FIS 503: FISH PRODUCTION OF OTHER MARINE PRODUCTS (2 UNITS) Ecology, life histories of crustaceans and aquatic molluscs, culture of shrimps, oysters, crabs, crayfish, lobster, cockles, periwinkles, marine gastropods, frogs, edible sea weeds and free water plants. Deep sea and shore farming of some products. Processing and preservation of marine products. FIS 505: ORNAMENTAL FISHERIES AND AQUARIA DESIGN (2 UNITS) Ornamental fish breeding, management and nutrition, design and maintenance of various aquaria and water fountains. Accessories, aquaria plants. FIS 507: FISH POPULATION DYNAMICS (2 UNITS) Fishing efforts and catch per unit effort. Population estimation, age and growth; natality, mortality. Recruitment and computation of yield from given recruitment. Stock assessment. FIS 509: FISH FARMING ENGINEERING (2 UNITS) General surveying, site selection; fresh water and brackish water pond construction. Design and construction of dikes, sluice gates, drainage facilities, tanks, ponds, pens, cages, rafts and other types of fish rearing facilities, design of inland fish farms, pumping station and fish hatcheries. Design and maintenance of machines. FIS 511: ADMINISTRATION AND PROGRAMME PLANNING IN EXTENSION (2 UNITS) Concepts, theories, principles and guidelines of administration, organization, supervision as applied to extension, importance of programme planning in extension principles and concepts of programme planning in agricultural extension need, educative objective, learning experience, clientele participation, and plan of work. The role of good public relations, good leadership and cooperation for an extension worker. Associations and cooperatives; concepts of evaluation applied to agricultural extension programmes. FIS 597: SEMINAR (2 UNITS) Each student will be required to give a seminar in the final year and participate in all Departmental seminars. Typed and bound copies of seminar to be submitted to the Department for grading. 500 Level, Second semester FIS 502: FISHERIES TECHNOLOGY, PROCESSING AND STORAGE (2


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UNITS) Postharvest spoilage, principles and methods of preservation, packaging, storage, product evaluation and quality control. Estimation of nutrients in fish flesh. Traditional versus modern fish preservation techniques. FIS 504: ADVANCED FISH NUTRITION (2 UNITS) Advanced principles of fish nutrition; requirements for energy, protein, vitamins, minerals and non-nutrient components; feed computation and formulation methods; Development of various fish products, their economic value and implication. The fish feed industry; feed types, fish food habits; feed pelleting, feed evaluation, practical considerations in fish feed. Feed formulation, mixing and manufacture of feed on commercial scale. FIS 506: FISHERIES ECONOMICS (2 UNITS) Major economic constraints in fisheries development; free access fishery, sustainable yield curve and total revenue curve; bioeconomics equilibrium, factor rents, welfare economic theory and its relevance for fisheries; externalities in fisheries; capital investments and consumption patterns, fisheries resources and right of ownership. FIS 508: ADVANCED FISHERIES MICROBIOLOGY AND PATHOLOGY (2 UNITS) Morphological and biochemical methods of identification of fish parasites, bacteria and viruses. Sensitivity test control and therapy. FIS 510 FISH FARMING AND FISHERIES BUSINESS MANAGEMENT (2 UNITS) Fish farm planning and organization; managing fish farms under commercial and peasant systems. The scope of fishery business and management, types of business managements, types of credit extended to fish farming: sources of credits and loans; marketing arrangement; fish farm record and accounting; financial management. Entrepreneurship in fisheries activities. FIS 512: FISHERIES POLICY AND LEGISLATION (2 UNITS) Fisheries Institutions, fish conservation strategies, Fisheries Policy and Law of Nigeria. International Laws of the sea. FIS 599: SPECIAL PROJECT (4 UNITS) Each student is required to choose and execute a special project under a supervisor. Duration of the project is a minimum of two semesters. Typed and bound project reports to be submitted at the end of the project.

11) Check-up of the consistency of the programme with the competences, the expected learning outcomes and activities that will lead you to the learning outcomes (overall consistency of the programme)

Competency is understood to be the capability to choose and apply a combination of knowledge, skills and attitudes with the sole aim of executing a task up to standard in a certain context, with personal characteristics such as motivation, self-confidence and will power. The programme revolves around Aquaculture and Fisheries Management and Production and other agricultural systems. Many clusters of courses and activities were taken into considerations as follow: 1. The core elements including subject matter, theoretical basis and practical experiences of the Scientific and production aspects of Aquaculture and Fisheries management and Production


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2. Knowledge: Managerial and Behavioral knowledge which include Fisheries Resource knowledge, practical problem solving, leadership, team work, cost effective decision making, planning, supervision, monitoring and execution of Aquaculture and Fisheries projects and Communication management. 3. Skills: Production and managerial skills in Fisheries theory and practical aspects. Skills in problem- solving and leadership application. In addition, skills in Team work, cost effective decision making, planning, supervision, monitoring, execution of Fisheries and Aquaculture management. 4. Attitudes: Basic Entrepreneurial skills including self-confidence, self-employment, ability for Innovative and creative thinking, community engagement and problem solving abilities and quality assessment of fisheries products, feasibility and financial aspects. Professionalism & Ethics, Community Engagement, Sustainability are integral group within the domain of attitudes. 2- The expected outcomes 1. The programme is expected to develop managerial and technical capabilities in Aquaculture and Fisheries Production of the learners in the various aspects of Aquaculture and Fisheries Production systems. Other areas include Fisheries Genetics, Aquaculture Engineering, Pond construction, Fish Nutrition, Fish Pond Construction etc. 2. The revised courses and activities are expected to empower the learning candidate with the twenty (20) specified generic Competencies and the other defined twenty (20) Subject-specific competencies that are apt to the Agricultural science. Task 3: Implementation Plan 1. The Federal University of Agriculture has an approval process as follow: New or modified programme has to follow approval steps as laid down by the University Acts and Procedures. The Department of Aquaculture and Fisheries Management (AQFM) is required to forward the papers through the College of Environmental Resources Management via the Academic and Research Board of the College. The papers will be passed to Curriculum Committee of the University Academic Board who will finally process it to the University Senate. 2. The Syllabus of each academic year of the programme is presented under article No 10 of this document (Refer to item specifications of units of the programme). 3. Academic staff training strategy: There will be regular training for the academic staff as stipulated by the Training Procedures. Currently, the University of Agriculture, Abeokuta has a well developed system and process for staff development where opportunities for trainings are provided. New strategies for the Tuning Africa program will be developed for training staff in line such as to enable them have a grasp of what Tuning Africa s about. Some of this involves:- - Exchange programme of staff between Universities that have already adopted Tuning program; - Web conferencing where staff can interact with other researchers across board; - Online trainings; - Accessibility to online materials; - Invitation of experienced Tuning Experts to assist in integration and acculturation;


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- Fellowships and grants to staff to enable them acquire requisite skills in Tuning process. 4. Teaching, learning and assessment tools and strategies: These will include the followings such as Lectures, Seminars, assignments, All the teaching of the revised Bachelor of Aquaculture and Fisheries Management programme will be more student-centric having established. -Teaching will be more competence based for the Bachelor of Aquaculture and Fisheries Management students since we would have established the set skills, competence and learning outcomes the holder is expected to have at the end of the programme. -In assessing the students, more attention will be targeted at ensuring that the students have acquired the required competences after having gone through the instruction and training on the course. -Interactive platform will be made more profound whereby students are more open to discuss with the teachers having brought them to the consciousness that the teachings are more centered on them. -Introduction of effective feedback mechanism where students can get to assess the teachers based on the established intended learning outcomes on the backdrop of what they have actually acquired thereby helping to serve as an improvement guide. -The use of various teaching tools and aids will also be implemented such as to ensure the students have varieties of avenues to learn from. -Competence based teaching approach will also be adopted. 5. Planned Monitoring and quality assurance In order to implement the Revised Bachelor of Aquaculture and Fisheries Management programme and ensure that the quality of the course is maintained, through the University Quality Assurance and Control Committee. The Committee will be in charge of training, surveying on the training needs and gaps, organizing of workshops, interactive forums etc which are meant to prepare teachers for the task involved in the revised programme. It will also provide avenues for teachers to acquire the set skills required of them to be successful at teaching and assessing under the competence based teaching which the revised programme entails. 6. Implementation Schedule Until the final approval is given, the time table for the implementation of the revised programme can not be instituted. The National University Commission is Nigeria’s overall authority that approves all academic programmes in Nigeria. 7. Other relevant aspects It is worth mentioning that in Nigeria, the Universities do not have the sole power to revise academic programme without seeking the required approval from the National University Commission (NUC). This final approval will be based on how well the NUC keys into the vision behind the revision of the academic programme. The University will have to forward detailed documents to the NUC through the University’s Directorate of Academic Planning to facilitate approval process. The Tuning programme has been introduced to the NUC in Nigeria.


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4. DOCUMENT 2: Staff Development Strategy for Tuning Africa II

I Staff Development Strategy II Brief Report on Feedback from the first Africa TUNING II On-Line Course III Tuning Online Course No 1 IV Tuning Online Course No 2 V Workshop Outline (5 original SAGs, Day 2, morning) VI Staff Development Session (5 original SAGs, Day 2, 14.00-16.00) VII Template for Day 2 14.00-16.00 session VIII Checklist for Workshop Planning

I. Staff Development Strategy

Rationale

Africa II is focussed on implementing the curriculum design done in Africa I. This will mean planning real courses in subject teams, stewarding the proposals through institutional systems, and beginning, where possible, actual teaching of the course or programme. The staff development elements provides active learning activities to assist this process through the provision and co-development of a structured staff development package. This is a hands-on approach to real sustainability through which the power of the project is transferred to the participants and through them to others. It is an enriched approach to disseminating project outcomes in which participants are enabled to use their experience and provided with tools to develop active learning workshops and to design materials to facilitate staff development activities both face-to-face and online. The proposed approach will thus further support the scholars in the project and beyond by developing members’ capacity to lead staff development for their colleagues at their HEIs and in the country; a key element of the approach is the involvement of the colleagues as both participants and co-designers/developers. Outcomes of the staff development approach

Subject Area group (SAG) members from all participating universities will be offered an opportunity to further develop their experience of and skills in conducting focussed familiarization workshops and presentations on student centred learning; (benefit to participating institutions)

National and international African bodies will have a larger visible pool of experts on which to draw for further developmental work related to the harmonization processes. (widening pool of expertise in TLA in Africa sustainability)

All participants will benefit from engagement in and reflection on a wide variety of learning centred activities that can be used in their work; (direct benefit to students and university reform of the curriculum)

Some participants will have co-designed and co-facilitated workshops; and some coordinators of the online course teams will have co-tutored on-line courses. This will


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support them in the role of staff developers or mentors for other academics. It will also provide additional elements to sustain the work of the project partly through practical staff development, and partly through better understanding of the AU Harmonization agenda; (real sustainability)

Participation at all levels in single and multi-disciplinary groups will devolve ownership from the Tuning team to the Tuning participants and their institutions; (ownership and sustainability)

The Tuning methodology itself will have been enriched by the inclusion of a unique innovative element, transferable to other projects (innovation and transfer)

These outcomes will help to ensure that Tuning Africa II project helps to build capacity, devolve ownership, provide a stronger base for sustainability, and develop an African framework for structured dissemination. Previous successful staff development work around sustaining project implementation has included a number of key strategies for success (Carless D 2014 with annotations from the development task force). This proposal can be seen to contain most of these as well as the shift of ownership which Tuning sees as crucial.

1. Achieving the commitment and support of middle management such as Deans and Heads of Department;

2. using a combination of bottom-up and top-down processes; 3. building the project around a series of both traditional academic and ‘scholarship of

teaching’ products; 4. utilising prestigious overseas consultants to raise the profile of the project and

provide input; 5. collaborating with the educational development units in the university and other

national bodies where applicable; 6. producing tangible products such as handbooks, guides etc.; 7. publishing the processes in a research journal.

Current and proposed staff development activities for Tuning Africa II

On-line courses

The Tuning Academy has developed a suite of on-line courses as part of its resources provision. The first course was successfully piloted in 2015 with academics in the Tuning MEDA project from three subject areas, one group of whom were located in an African country. 1. Course 1: Course Design for Outcomes Based Learning in Higher Education This is currently being undertaken by institutional teams from the 5 Subject Area Groups (SAGs) that completed Africa I; it is tutored by Deusto staff, and will be offered to the three later joining SAGs and additional new members of the original SAGs (if this is requested) in October. This second cohort will be tutored by (volunteer) outstanding graduates of the current online course, supported by the course directors. 2. Course 2: Practical Assessment for Learning This will be offered to the 5 original SAGs from the end of October 2015, tutored by Tuning staff, and to the 3 other SAGs after they have completed Course 1. The latter group will also be tutored by selected volunteers from Africa II who have successfully completed the On-line course 1. They will be supported by the course directors.


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3. Course 3: Teaching for active Learning in Higher Education (exact title to be confirmed) This will be offered in the final year of the project. It is envisaged that volunteer African colleagues will collaborate with Tuning staff in the design of this course.

Workshops

Several workshops are proposed, both face-to-face and online, to be conducted at General Meetings and between General Meetings. In addition to those already planned, others may be proposed in the future (in particular we are looking to provide at least one in the Portuguese language). Stage 1: Third to Fourth General Meetings At the Third General Meeting (Accra) there will be a face-to-face workshop open to current participants of Tuning Africa II. This will be followed, between the Third and the Fourth General Meetings by workshops organised by participants. The 5 SAG teams who have done online course 1 will be asked to do a workshop after the Accra Meeting (the teams they have established during Online Course 1 could be the source of co-developers). This practice activity between the two General Meetings will enable others who wish to take a staff developer role in their institutions/countries to be identified. This activity will be voluntary. The face to face workshop in Accra will comprise a series of focussed learning activities, followed by deconstruction & analysis of the format to provide a template for workshop planning. This procedure makes the method of the workshop clear to the participants, allows for fine-tuning to suit the context, and allows for creative application in their own topics. The face to face workshop will have a parallel on-line version provided by the Tuning Academy to demonstrate one way of making the material available to a wider audience. African colleagues who specialise in ODL will have a special role in critiquing this. Between the Third and the Fourth General Meetings the volunteers can either replicate the Accra workshop in their own institutions, or use it as a model and conduct a workshop on a selected range of topics. Participants will be encouraged to make a parallel on-line version which they can share among their subject area colleagues (again a voluntary activity). This introduction of practice in developing on-line workshops potentially extends the reach of participants’ staff development work outside their own institutions. All participants will be asked to conduct a simple needs analysis (including a description of what staff development opportunities are available); groups who develop a workshop may also prepare a proposal for another workshop on a topic relevant to their context (emailed to the Task Force) before the next General Meeting. Stage 2: Fourth to Fifth General Meetings The face-to-face workshop at the Fourth General Meeting will be based on the needs analysis and topics suggested between the Third and Fourth General Meeting. It will consist of a short workshop on a popular theme from recommendations made by participants, and will ideally be conducted by a team of colleagues from the SAGs, (but if not, then by the staff development task force); followed by a second workshop in which two parallel activities can take place: a) colleagues can work together in peer-groups, to critique and improve the proposals prepared since the Third General Meeting; and b) colleagues can review some of the on-line workshops with inputs from the ODL experts within the project group.


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Between the Fourth and Fifth General Meetings, participants will conduct their own workshops both face to face and on-line if they wish, and submit the materials to be used potentially on the website and by others. They will also prepare a poster presentation on aspects of staff development, to be used at the final meeting. During this period volunteers who have achieved outstanding success on the on-line courses will be given the opportunity to co-design the third Tuning course with the course designers from the Tuning Academy. This is seen to be an important opportunity for the visible shift of the locus of control from project managers to project participants. Stage 3: Fifth General Meeting In this final General Meeting there will be a summing-up workshop. First part: poster-conference; second part: discussion and ways forward. It is important to allow a period of time for reflection and discussion.

Exchange scheme – actual or virtual

In order to further promote cross-continental collaboration and make full use of existing expertise in the scholarship and practice of university teaching, an exchange scheme will be developed and, if possible, tested during Tuning Africa II at in-country level or inter-country where existing links obtain. It will be based on matching needs to expertise. Those offering expertise in an area of course design, teaching, learning, assessment or programme evaluation can advertise either online or face to face workshops through the Tuning website; those who feel they need further staff development in an area offered can make direct contact. Further discussion about how the scheme can work most effectively, and how to raise funds for it, will take place in Accra with the participants, with the TAPAG, and the Tuning Management Committee. Nevertheless, the development of on-line materials can be linked very closely to this initiative as well.

Developing Resources on the Tuning website

Groups are already working on the development of the website (work until March was reported in Addis). Through workshops and courses and the direct focus of Tuning work it is planned to include a wider range of resources on the web site. It is planned that the workshops and the implementation work of Tuning Africa II will contribute strongly to this. This resource, and other Tuning staff development activities, will be available to academics in Africa as well as all other Tuning project ‘alumni’. Any colleagues from projects who provide materials will have them acknowledged by name unless they prefer not to – this would, of course, include naming the collaborators in the development of the on-line course. II. Brief Report on Feedback from the first Africa TUNING II On-Line Course Summary This report is based on the feedback from 52 of the participants – those who had completed the course within the main time limit [4o others have since completed]. Results were overall very positive and contained some relevant feedback for the course designers and tutors. The course content and tutorial support gave satisfaction – there were very few negative comments on the content, although some respondents suggested extra content that would suit them. One major issue was the timing of the course – many felt that it was too extended for the circumstances of working staff. There were in fact a number of teams who did not complete the


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whole course. One solution to this is to provide the course in three parts each of which could be completed sequentially. There were some organizational issues around the team structure of the course: some asked that everyone should be able to input materials on the Platform, others asked for more face to face interaction. The first of these requests is a pedagogical and a technical point related to the encouragement of team interaction and the numbers of participants. The second point re face to face conferencing at some point in the course, while also technically challenging, can perhaps be included.

Results

The course had 9 ILOs:

1 Practise structured reflection on your teaching, your students' learning, as well as on your own professional development and yourself as a lifelong learner.

2 Develop a working knowledge and shared language about the theories underpinning competence-based learning, and their value for enhancing student learning

3. Consider what competences your students are expected to develop during the degree programme as a whole;

4 Select competences that directly relate to or can best be developed within your course; 5. Write learning outcomes that enable students to develop these competences; 6. Practise sequencing learning outcomes; 7. Compile an archive of teaching techniques, learning activities and assessment methods

appropriate for your work; 8. Consider different ways of assessing student achievement of outcomes; 9. Design a proposal for further improving or a course from the point of view of the alignment

of teaching, learning and assessment techniques or a proposal for a new competence-based student-centred course;

Participants were asked to rate these on a scale of 1 to 4 (1 low satisfaction). Results were as follows:

ILO 1 2 3 4

1 7 45

2 11 41

3 8 44

4 10 42

5 10 42

6 12 40

7 1 11 40

8 14 38

9 1 19 30

Comments on the ratings: ILOs 6 and 7 scored slightly lower than the first 5. Although most participants submitted work that demonstrated their ability to deconstruct competences into ILOs, the sequencing of these is not really something that can be ‘mastered’ in theory only – they have to be done in action in course planning and implementation.


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ILO 7 refers to collating a summary of potential teaching, learning and assessment techniques applicable to various ILOs. This exercise did not work as well as intended, largely because it was a collaborative exercise on the platform FORUM, an aspect of the course which did not function very well – feedback was sparse, and commentary even sparser. ILO 8 is unsurprisingly lower than others since the assessment issue was dealt with briefly in this introductory course – mainly through reading and peer interaction (see previous comment on ILO 7) ILO 9 refers to the capstone tasks – tough summary exercises in which participants had to a) plan a workshop for colleagues (demonstrating their understanding of the issues), and b) revise an existing course or design a new one within a programme they are working on. Although the tasks within the course all contribute to this final capstone exercise, many participants do not seem to have used the course strategically in order to make these two exercises more readily accessible. Participants were asked ‘In what other aspects (if any) has (participation in) this course been useful for you?’ Two broad categories emerged: (1) general insights into teaching, learning and assessment; and (2) teamwork and self-development for learning 1/ General insights ranged from comments on useful methods, to deeper comments on how the course had changed their thinking about teaching in HE. Several simply commented on general satisfaction that TUNING II had provided this extra resource. Examples of the deeper comments are:

“Participation in this course has made me more conscious of my teaching, ensuring that I make it student centred, having established the importance of ILOs before i start teaching a module”

“It helps in refocusing one’s work, work that we always took for granted” 2/ Eleven commented on the value of the teamwork for their personal development. The course was administered in teams, these needed management by coordinators and also cooperation from the team members. This was not a straightforward enterprise, given that all team members were working full time, and some were dispersed in different locations at times.

“I gained a lot learning from other members in my team as well as from members of other teams. Learning is indeed collaborative.”

“I have developed skills of teamwork and collaborative learning (from tutors, my colleagues from my own group and other groups, my own, counted for my professional development”

“It has made me a better leader”

“It has improved my team work attitude” These comments were reinforced in the answers to the general question: ‘What two or three things on the course did you particularly enjoy?’ Many again commented on the great value that working in teams had had for them. Some examples of comments:


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“Working with colleagues on a weekly basis as students, gaining new knowledge in the field of learning and thinking of programmes in terms of graduate profiles (what competences should be developed?)”

“Great interaction with my colleagues experimenting doing tasks alone, technical support, teamwork, competition between the teams.”

“The interactive sessions with team members.” In a later question about what could be done to improve the course a few dissenting voices were noted, in which the team organization was criticized. These few comments perhaps reflect the closed door mentality of some of us in HE, where there is not either perceived time or culture for discussion in teams. Nevertheless, the course directors are aware of the problems that teamwork can present and have the matter under review – not to eliminate it, but to make the processes more user friendly for all.

“The group classes are not as effective. If it is possible to design per individual participant, its effectiveness will improve”

“I think it will be better if the course is administered on individual basis not group”

“Make room for members of the group to make submissions and interact with faculty staff”

Time and timing were two issues commented on by 15 of the respondents. In general they made the point that the course provided too short a period for working staff. Of course this has to be weighed against the fact that on line courses of longer duration may occasion higher dropout.

“Increase the time limit It was a good course but it needed to be done in more time because it is really part time studies in view of other full time work at the university.”

“There is need to extend the duration of the programme.” “Targets could be stretched a little like what finally happened”

The range of time that participants spent on the course did not actually vary widely. 46 responded. And the majority of these devoted between 1 and 6 hours a week to the course, which is in line with the expected workload for the course:

Time spent per week

1 to 3 hours 4 to 6 7 to 10 More than 11

21 16 5 4

Some also commented that TUNING needs to take into account the rhythms of university life – examination times, holidays etc. Several participants felt the need to have more interaction with other teams and suggested a SKYPE conference halfway through the course as one solution. At the same time others commented that the joint FORUM in the course was under-utilized. This is not actually contradictory, since what they are asking for is more inter-team interaction.


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Other questions in the end of course questionnaire were for internal use: they dealt with particular aspects of the value or not of different blocks. This information was taken into account when the course was reviewed for the next cohorts in Africa and elsewhere.

Numbers

Out of 47 universities who started the course 18 completed:1

University of Zimbabwe (team coordinated by Rosemary MOYANA) University of the Western Cape (team coordinated by Melanie LUCKAY) Université Mohammed Premier (team coordinated by Ahmed ELAMRANI) Moi University (team coordinated by Stanley SHITOTE) Tanta University (team coordinated by Ragaa ABDELHAKIM) Benue State University Makurdi (team coordinated by Emmanuel Edoja ACHOR) Suez Canal University (team coordinated by Badr ABDELHADY) University of Ilorin (team coordinated by Olubunmi Abayomi OMOTESHO) Universidade Eduardo Mondlane (team coordinated by Eugénia Flora Rosa COSSA) University of Nigeria, Nsukka (team coordinated by Chijioke Jonathan OLELEWE) Egypt-Japan University of Science and Technology (team coordinated by Suzuki

MASAAKI) University of Swaziland (team coordinated by Henry R. MLOZA BANDA) Mogadishu University (team coordinated by Mohamed HASSAN NOOR) Université Nangui Abrogoua (team coordinated by Taky Hortense ATTA EPSE DIALLO) University of Malawi - The Polytechnic (team coordinated by Moses Chinyama) Open University of Tanzania (team coordinated by Honoratha M. K. MUSHI) Alexandria University (team coordinated by Alsaeed ALSHAMY)

5 are working on the final tasks (block 7)

Université des Sciences, des Techniques et Technologies de Bamako (team coordinated by Seydou DOUMBIA)

Kwame Nkirumah University of Science and Technology (Mechanical Engineering team coordinated by Gabriel TAKYI)

Kwame Nkirumah University of Science and Technology (Civil Engineering team coordinated by Kwaku Amaning ADJEI)

National Open University of Nigeria (team coordinated by Ibrahim O. SALAWU) University of Health Sciences (team coordinated by Abdulfetah Jibriil ARARSO)

5 others have a very good chances of completing the course

Katyavala Bwila University (team coordinated by ) Botho University (team coordinated by Jane Ebele ILOANYA) Ahmadu Bello University (team coordinated by Yusuf Dada AMARTEY) University of Namibia (team coordinated by Erkkie HAIPINGE) Universite de Thies (team coordinated by Fatou Bintou SAR/SARR)

III. Tuning Online Course No 1

Course design for outcomes based learning in higher education

What for?

1 By the time this booklet went into printing


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To help the implementation process • Build teams: 5++ academics per HE per SAG participate in the on-line Tuning exercise • Make a step forward: focus on individual courses (always within the context of a

common degree programme) Competence developed:

Devise or revise an outcomes-based course that forms part of a higher education degree p making sure that it is based on outcomes and focuses on students’ learning and competence development

Intended learning outcomes:

Upon successful completion of this course, you will be able to:

1. Apply working knowledge and shared language about the theories underpinning competence-based learning, and their value for enhancing student learning when discussing higher education courses/syllabi and curricula.

2. Relate competences which students in your subject area need to develop during the

degree programme as a whole with those you can help them develop through your course(s)

3. Write learning outcomes of different levels of complexity for your course(s) 4. Sequence learning outcomes according to their level of complexity and the learning

dynamics 5. Compare different teaching techniques, learning activities and assessment methods and

select those which can help your students achieve your course ILOs 7. Evaluate the alignment of teaching, learning and assessment techniques at the level of a

course; and identify inconsistencies 8. Use structured reflection in order to question, appraise and decide on ways to further

enhance your teaching, your students' learning, as well as on your own professional development as a lifelong learner

Workload:

6-10 hours of work per each of the first 6 blocks, 10-12 hours of work for Block 7

Who is eligible?

Universities of the 3 new SAGs who can form teams of 5-10 academics who (1) work at the department involved in design or revision of a degree programme in the framework of the Tuning Africa II project and (2) commit themselves to completing the course. Additional teams (of academics working at other departments of your university) will be accepted depending on the total demand.


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Important dates:

By 1 November 2016 – Team members and coordinators should fill in the online course enrolment form [name, surname, university, subject area, passport number (required to be granted access to the online platform), email, role (team member or team coordinator), pre-course self-assessment questionnaire].

15 November 2016 – Beginning of the course (those registered before 1 November will

be given access to the platform several days prior to the course in order to get acquainted with the online platform and the course format, structure and requirements).

Working mode:

Online (interaction with other teams and the course tutors) + Off-line (within institutional teams)

In institutional teams who meet face-to-face or online to organise their work for each block, complete their individual part of work and then meet again to prepare a common answer

All team members have access to course materials and discussions, but only one team member (rapporteur) posts or uploads the team responses to the platform

Assessment

1) Individual self-assessment before and after the course 2) Peer-assessment among teams 3) Tutor support and feedback for all teams on key course tasks 4) Tutor assessment of the team’s final course proposal Course structure:

IV. Tuning Online Course No 2


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Practical assessment FOR learning What for: To help with the implementation process Continue building teams and contributing to the institutional staff development initiatives (5++ academics in each team) Make a step forward: focus on assessment at the level of individual courses (always within the context of a common degree programme) Competence developed: Design and use assessment to promote learning Intended Learning Outcomes: By the end of the course you will be able to: 1. Describe your current assessment practices (what you assess and how you assess it)

using appropriate vocabulary. 2. Design assessment tasks for your courses at an appropriate level. 3. Develop criteria for success for assessment tasks which are comprehensible to

students and other staff. 4. Choose appropriate ways of giving students feedback and feedforward. 5. Collect evidence about your students’ perspectives on assessment 6. Encourage the development of your students’ assessment literacy for current and life -

long learning. 7. Evaluate and organise more effectively staff and student workload in relation to

assessment. 8. Develop an assessment plan for an identified ILO 9. Explain the system and practices of assessment within your culture, institution and

programme. 10. Evaluate your assessment practices in relation to how effective they are in promoting

and assessing student learning. 11. Propose a detailed plan for how and where assessment can be improved in one of your

courses. Workload: 6-10 hours of work per each of the first 6 blocks, 10-12 hours of work for Block 7 Who is eligible? Universities of the five original SAGs whose teams have completed Tuning Online Course No1 Important dates:

By 15 November 2016 – All interested universities should fill out the online enrolment form

1 December 2016 – Beginning of the course Course structure: 7 blocks in total, divided into 3 parts


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Part 1 – Block 1- Block 3:

o Describe your current assessment practices (what you assess and how you assess it) using appropriate vocabulary;

o Evaluate your assessment practices in relation to how effective they are in promoting and assessing student learning;

o Design assessment tasks for your courses at an appropriate level. o Develop criteria for success for assessment tasks which are comprehensible to

students and other staff

Part 2 – Block 4 – Block 6 o Choose appropriate ways of giving students feedback and feedforward. o Collect evidence about your students’ perspectives on assessment o Encourage the development of your students’ assessment literacy for current

and life - long learning o Evaluate and organise more effectively staff and student workload in relation to

assessment.

Part 3 – Block 7 o Develop an assessment plan for an identified ILO o Explain the system and practices of assessment within your culture, institution

and programme o Propose a detailed plan for how and where assessment can be improved in one

of your courses Working mode:

Online (interaction with other teams and the course tutors) + Off-line (within institutional teams)

In institutional teams who meet face-to-face or online to organise their work for each block, complete their individual part of work and then meet again to prepare a common answer

All team members have access to course materials and discussions, but only one team member (rapporteur) posts or uploads the team responses to the platform

Assessment

1) Individual self-assessment before and after the course 2) Peer-assessment among teams 3) Tutor support and feedback for all teams on key course tasks 4) Peer-assessment among teams, self-assessment within teams and tutor

assessment of the team’s final course task V. Workshop Outline (5 original SAGs, Day 2, morning)

Part One: Workshop on the scholarship of teaching, learning and assessment: active learning through lectures. Part one comprises a hands on workshop in which you will be real participants. The workshop focuses on developing active learning activities that can enrich the learning opportunities you offer to your students during lectures. Not all of us learn in the same way, and providing a


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variety of short activities can enable all students to have access to their stronger preferences for learning style. This session will be group based, in non- subject specific groups of 6 or 7. After the morning session, we shall email to all of you a very complete set of notes covering everything we do this morning, plus references that we perceive as useful for those who wish to read more background. Part Two: Workshop on designing interactive workshops In Part Two we shall deconstruct the Part One workshop and develop an initial set of guidelines for workshop planning. This document will be circulated by email immediately after the workshop so that you can use it in the SAG working groups. NB If you have joined Tuning for the first time today, for example if you have come to stand in for a colleague, please send an email saying you are a new participant to Maria Yarosh at [email protected] (so that you can also receive the workshop materials by email) VI. Staff Development Session (5 original SAGs, Day 2, 14.00-16.00)

14.00 – 18.00 Subject area groups have two main tasks for the afternoon. First, to

explore the potential that institutions can offer with regard to staff development workshops, and to consider their staff development needs. Second, groups will return to their new and revised programme plans, developed prior to this meeting, and discuss key issues.

14.00 – 16.00 Staff Development

Introduction: The Tuning Africa projects offer opportunities for the SAG members to work together on plans to reform higher education in line with the African Union Strategy of Harmonization. The number of those directly involved is necessarily limited, but this does not mean that the valuable work being done is limited to this small group. In Tuning Africa I many SAG members did important work disseminating the information about the project and harmonization. It is expected that such initiatives will continue for Tuning Africa II, this time aiming to increase capacity building. With the Tuning Online course One some SAG members have already started capacity building within their own institutions through the development of teams working on the basic concepts in the Tuning methodology. An effective tool for capacity building is the interactive workshop where participants are both informed, exchange experience and try out new ideas or techniques. Workshops are compact and can be developed to address very particular needs. This is where individual and SAG level expertise puts you in the best position to help. You can identify local needs and you are also the best people to make judgements about how to address these. At the same time, Tuning can offer back up in the form of workshop development, such as we are doing today, guidelines, space in forthcoming meetings, and collegial support from the staff development team.



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Outputs:

A map of what staff development each member already has in place

A list of institutional strengths/potential offers

A list of key needs by institution

Suggested plans for how institutional needs can be confirmed after the meeting

A list of the support needed in order to prepare and deliver a workshop

An outline plan for a workshop Task one: FILL IN TEMPLATE 30 mins

1) Individuals complete the template (see “Template for Day 2 14.00-16.00 session” below)

2) The whole group brainstorms how to find out an accurate picture of a. institutional needs for staff development (column four in the template) b. what workshop topics can be offered by the institutions in the SAG (column

3) The Coordinator then fills in a common electronic version of the template on laptop and sends it by email to all SAG members. SAG members are requested to send their updated templates to the coordinator by 15 November 2016, who will then forward a collated template to all members and to Maria Yarosh ([email protected]) and Arlene Gilpin ([email protected]). Task 2 Start planning a workshop – 1 hour

1) The SAG members select one common topic from those needs identified in task 1 2) They then split into small groups (up to 4 people) and, using the “Checklist for

Workshop Planning”, each group plans an outline for a 2 hour workshop on the agreed topic

3) Groups briefly present their plans (there will be four or five, depending on the number of the SAG members)

4) The SAG discusses the plans, checking that all elements are present from the guidelines

5) Members list any questions or doubts that have arisen, and what support would be needed to carry out a workshop

Task 3 – 10 minutes SAG members make a (voluntary) commitment to either replicate the workshop from the morning or work with the one just planned. You may also plan a workshop on another topic if either of these are inappropriate for your context. The coordinator records your decision, collects plans and questions and doubts (Task 2 outputs) and sends these to Arlene Gilpin ([email protected]) and Maria Yarosh ([email protected]), who will provide feedback. VII. Template for Day 2 14.00-16.00 session

Name of

Institution

Staff development already available

[What does the institutions

Strengths

[If you were asked to provide a workshop for

Needs

[What areas of teaching learning and



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already provide for staff development?]

colleagues where does your expertise lie in Teaching, Learning

Assessment?]

assessment do you think you and your

colleagues would like to have a workshop

on?]

VIII. Checklist for Workshop Planning Some questions to help to evaluate your workshop plan

1. Have you obtained some background information about the group and their working environment? (in the case of your own department this may or may not be essential)

2. Have you stated clearly what the intended outcomes or outputs are so that participants will know what they can get out of the workshop?

3. Have you checked that these are appropriate for the needs of the group at the moment? 4. Do your activities reflect all four aspects of Kolb’s learning cycle, giving opportunities for

doing, reflecting, learning and using information, and planning for action?

Simplified diagram of Kolb’s cycle of learning

5. Is the balance between ‘information giving’ and ‘experiential or experimental’ (doing)

activities appropriate for the topic? 6. Have you planned for a variety of information giving activities?


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7. Have you planned for a variety of experiential or experimental activities? 8. Have you planned for a variety of interaction patterns – plenary/individual/pairs/groups

etc? 9. Have you included a planning activity in which participants think about how they can

implement what they have learnt together? 10. Is the planning activity designed to elicit a concrete plan for implementation? 11. Have you allowed time – and do you have a plan – for giving feedback at necessary

points in the workshop? 12. Is the feedback only given by you, or is there peer feedback as well? 13. Have you thought about how you will obtain feedback from the participants about their

experience of the workshop? 14. Have you included the opportunity for the participants to reflect on their own learning

experience as well as sharing reactions to the workshop? 15. Have you included opportunities where you can ask participants to help in the tasks,

e.g. as note takers, observers, providers of information, etc? 16. Have you checked the wording of instructions, questions, questionnaires etc etc with a

colleague (or two) to make sure they are clear? Other questions relevant to you to be added by the SAG members during the afternoon workshop…


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5. DOCUMENT 3: State of the Art of Credit in the African 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 countries

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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6. DOCUMENT 4: 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/courses/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


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Agricultural Management and Marketing 1 12

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 conducted: (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 period: 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.


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3) Loading surveys in the On-line application 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 project 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 UNIVERSITIES? 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/year2_________ 5. Unit/Course/Module___________________________________________ 6. Number of calendar weeks in the semester __________ 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 HOURS3 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

2Only 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. 3Contact 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/year4_________ 5. Unit/Course/Module___________________________________________ 6. Number of calendar weeks in the semester __________ 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 HOURS5 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

4 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. 5Contact 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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7. DOCUMENT 5: 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